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PHILOSOPHY OF EDUCATION 

A Survey of Fundamentals 



TOPICS, QUESTIONS, REFERENCES 

AND BIBLIOGRAPHIES 

FOR GROUP-DISCUSSION 



DANIEL BELL LEARY, PH. D. 

Professor of Psychology 




COLLEGE OF ARTS AND SCIENCES 
llntttfrattg of Huffalo 

BUFFALO NEW YORK 
1920 



PHILOSOPHY OF EDUCATION 

A Survey of Fundamentals 



TOPICS, QUESTIONS, REFERENCES 

AND BIBLIOGRAPHIES 

FOR GROUP-DISCUSSION 



DANIEL BELL LEARY, PH. D. 

Professor of Psychology 




COLLEGE OF ARTS AND SCIENCES 
Untupratty of Huffalo 

BUFFALO NEW YORK 
1920 



TO THE 

(farmttv IlnitiprHttQ of Huffalo 



&r$ 



w 



COPYRIGHT 1920 

BY 

Hanirl Urll lErarif 



©CU565758 



PREFACE 

This course in the Philosophy of Education is intended to fol- 
low out the educational leads which were simply touched upon in the 
Syllabus of Sociology. The latter course considered the nature, evo- 
lution and problems of society in a more general and less detailed 
sense than is the purpose of the present outline. It is here intended 
,to analyze more thoroughly and fundamentally the present nature, 
the process of growth and the problems of society in their relation to 
the educational process considered as the basic element in the whole 
situation. 

The word 'Fundamentals' in the sub-title, is meant to indicate 
that considerable emphasis has been placed, throughout, on the presup- 
positions of an educational theory. Much space has", therefore, been de- 
voted to an analysis of experience, a consideration of its various organ- 
ized forms, original human nature and its significance, the nature and 
evolution of society, and the meaning of the concept 'progress' as ap- 
plied to society and human activity. Section E, on the school, sums 
up these matters for concrete situations. 

In this preliminary study of the field direct positive statement of 
conclusions has not been made and, from the nature of the method used 
and its purpose, such was impossible. It is the intention of the out- 
line to offer the student material for successively larger and broader 
generalizations about society, the individual and education, each Topic 
being based, in the main, on the preceding, the whole leading to a 
final summary of facts and theory, consistent with the nature of ex- 
perience considered as a significant unity. 

A word about the hibliographies may not be out of place here. 
In compiling both the larger Bibliography at the end of the Syllabus, 
as well as the shorter lists of selected references preceding each sec- 
tion, my intention has been to include not only those books which are, 
in a sense, standard and immediately germane to the subject, but also 
certain more general and less specifically educational readings, the 
significance of which consists not only in their contact with the sub- 
ject at a given point but also in their value as introductions to closely 
allied and fundamentally important fields of thought. 

No text-book is called for; instead, references to diverse points 
of view and conflicting evidence are assigned for each Topic, and the 
class-hour will be given over to a discussion intended to sift from the 
evidence in question that which is pertinent to the subject and the 
point of view involved. The student's "recitation" will consist in his 
active participation in this class discussion, and every student will be 
expected to contribute his share. 

I am glad to express my sincere obligation to Professor William 
Heard Kilpatrick of Teachers' College, Columbia University, to whom 
I owe much for both method and inspiration, and it has been my ef- 
fort to approach, in some measure, both the clarity of his thought 
and the significance of his teaching. 

DANIEL BELL LEARY. 



TABLE OF CONTENTS 

TO THE STUDENT V 

A. PHILOSOPHY OF EDUCATION AND EXPERIENCE. 11-26 

Selected References 11 

I. Experience and Its Organization 13 

II. The Meaning of Science and of Philosophy. ... 15 

III. The Meaning of Education ' 17 

IV. The Implications of a Theory of Education. ... 19 
V. Aims, Values and Interest in Education; 1 21 

VI. Aims, Values and Interest in Education; II. .. . 23 

VII. Philosophy of Education as a Method 25 



B. PHILOSOPHY OF EDUCATION AND HISTORY. . . .27-38 

Selected References 27 

VIII. History and Historical Knowledge 29 

IX. The Concept of Evolution 31 

X. The Meaning of Progress 33 

XL The Causes and Criteria of Progress 35 

XII. The Significance of the History of Education. . 37 



C. PHILOSOPHY OF EDUCATION AND THE 

INDIVIDUAL 39-54 

Selected References 39 

KITT. The Original Nature of Man 41 

XIV. The Learning Process ; I 4 3 

XV. The Learning Process ; II 45 

XVI. Individual Differences and Their Significance. . . 47 

XVII. The Nature of an Individual : The Self 49 

XVIII. The Process of Growth of the Self 51 

XIX. The Unity of All Experience 53 



D. PHILOSOPHY OF EDUCATION AND S< )CIETY 55-70 

Selected References 55 

XX. i Evolution and Society 57 

XXI. Social Control and Socialization 59 

XXII. The School as an Agency of Dynamic Control. . 61 

XXIII. Institutions and Their Significance 63 

XXIV. Morality as a Type of Conduct 65 

XXV. Society and the State 67 

XXVI. Democracy and Its Critics 69 

5 



E. PHILOSOPHY OF EDUCATION AND THE SCHOOL 71-88 

Selected References 71 

XXVII. Experience and the School ; I ; Living and 

Learning 73 

XXVIII. Experience and the School ; II; The Recitation. 75 

XXIX. Experience and the School ; III ; Morality 77 

XXX. Experience and the School ; IV ; Method and 

Discipline 79 

XXXI. Proportioned Values and Interests 81 

XXXII. The Study of Man and the Study of Nature ; I ; 

Their Unity 83 

XXXIII. The Study of Man and the Study of Nature ; II ; 

The Curriculum 85 

XXXIV. The Study of Man and the Study of Nature ; III ; 

Vocational Studies 8/ 



F. PHILOSOPHY OF EDUCATION AND THE PRESENT 89-98 

Selected References 89 

XXXV. The Present as a Center of Revaluation 91 

XXXVI. The Concept of an Ideal Society 93 

XXXVII. The Bases of an Ideal Society; Man, Nature and 

Science 95 

XXXVIII. Philosophy of Education ; A Summary 97 



Bibliography 99-117 



TO THE STUDENT. 

Each of the Topic sheets of this syllabus lists, immediately after 
the last question, a number of references, dealing with different aspects 
of the subjects therein under discussion, and divided into two groups, I 
and II, the first containing typical references, for which chapter or 
page numbers are given, the second listing more general readings, 
without specific indication of chapter or page. In using books listed 
under group II, it is the task of the student to locate, by means of the 
table of contents or the index, material pertinent to the topic in ques- 
ion. 

It is to be noted that the references, at the end of each set of 
questions, give simply the name of the author. Titles are to be found 
in the list of selected references prefixed to each of the six sub-divi- 
sions of this syllabus. When a given author has more than one title 
in such a selected list, reference to his name will be*followed by a 
figure, (1), (2), etc., indicating whether the first or the second, etc., 
of his books is meant. Additional books on each topic are to be found 
in the general Bibliography, at the end of the syllabus. References on 
the Topic sheets do not directly refer to this full Bibliography. 

Each student is required to read at least three references for each 
Topic, and to make note of such readings in a note-book which is to 
be handed in to the instructor at the end of each quarter for examina- 
tion and credit. This note-book is to contain the title, the author, the 
exact pages read, and an estimation of comparative value for each 
reference studied. The estimate is to be in terms of the letters A, B, 
C, D, E, — where the letter A stands for the highest rank. In addition 
the student may record whatever criticisms or comments he may care 
to make in justification of his rating. Each such record of reading 
must show the date when it was done. 

It is strongly urged, though not required, that after the references 
for a given topic have been read, students form themselves into small 
groups of three or four and discuss, in the light of their respective 
readings, the questions of the topic sheet to which they apply. This 
will best prepare the student for the class discussion, which it is the 
purpose of the whole method to foster. Lectures and recitations will 
be entirely subordinated to the group discussion, to which each student 
will be expected to contribute his share. 

Current issues of educational magazines will be found in the 
library, and articles in them applying to any given topic may be cred- 
ited in the list of readings. Notation of them is to be made in the 
same way as for the books. Credit is also allowed for readings in 
languages other than English or for pertinent material in books not 
listed in the Bibliography. 



10 



PHILOSOPHY OF EDUCATION AND EXPERIENCE 



Selected References for Section A 



Bagley 
Baldwin 

Betts 

Boutroux 

Butler 
Colvin 
Conklin 
Dewey 

Dewey, etc. 

Durant 

Enriques 

Goldenweiser 

Haldane 

Hanus 

Heck 

Henderson E 



N 



Henderson L J 



Hetherington and 

Muirhead 
Hobhouse 



The Educative Process 

Educational Values 

Dictionary of Philosophy and Psychology 

Social and Ethical Interpretations 

Social Principles of Education 

Natural Law in Science and Philosophy 

Contingency of the Laws of Nature 

The Meaning of Education 

The Learning Process 

Heredity and Environment 

Democracy and Education 

How We Think 

Creative Intelligence 

Philosophy and the Social Problem 

Problems of Science 

History, Psychology and Culture 

Mechanism, Life and Personality 

Educational Aims and Educational Methods 

Mental Discipline and Educational Values 

Principles of Education 

Fitness of the Environment 

The Order of Nature 

Social Purpose 

Mind in Evolution 
Development and Purpose 
Radical Empiricism 
Pragmatism 
The Meaning of Truth 
Fundamentals of Child Study 
Outlines of Social Philosophy 
Philosophy of Education 
Cyclopedia of Education 
What Is Education? 
Limitations of Science 
Instinct and Experience 
Habit and Instinct 

Our Knowledge of the External World 
Life of Reason: vols. I and V 
Philosophy, Its Scope and Relations 
Essays on Education 

Educational Psychology (Briefer Course) 
Psychology from the Standpoint of a Behavior- 
ist 

(For initials of authors, full titles and for additional references, 
see the general Bibliography at the end of the syllabus. For explana- 
tion of this list and for directions concerning the references to it at 
the end of the following seven Topic sheets, see page entitled "TO 
THE STUDENT"). 

11 



James 



Kukpatrick 

Mackenzie 

MacVannel 

Monroe P 

Moore 

More 

Morgan 

Russell 

Santayana 

Sidgwick 

Spencer 

Thorndike 

Watson 



12 



1. EXPERIENCE AND ITS ORGANIZATION. 

1. What fundamental term names the common characteristics of 
such activities as 'thinking,' 'feeling,' 'doing,' 'resting,' etc., etc.? In 
what sense is the term fundamental? What synonyms, if any? 

2. What general descriptive terms can he applied to 'experience' ? 
Do they apply to the experiences of everybody? To the experience of 
anybody at all times? In what sense, and in what manner, roughly, 
did your experience have a beginning? Do you ever (now) have ex- 
periences that are comparable with those of a just developing consci- 
ousness? Is it then 'you' who have them? Discuss the meaning of 
the expressions, T have an experience,' and T am an experience.' 

3. From the point of view of the nature of experience, what is 
'mind,' 'character,' 'personality,' etc ? Describe, psychologically, the 
process of formation involved. Just. what is meant, in this connection, 
bv 'organization'? What, if anything, does the organizing, and what, 
if anything, is organized? Can you discuss all that is involved here . 
without reference to unanalyzed entities and powers? 

4. Following out the last question, describe what you mean by 
'thing,' 'person' (or 'self'), 'environment,' 'situation,' 'relation,' 'func- 
tion.' Is experience (at any given moment) a 'this' plus a 'that,' and 
so on? Is experience, as a whole, one moment plus another? 

5. Do we ever experience a thing without a self in relation to 
it. or the self other than in relation to some thing? Does this imply 
disparate halves of the field of experience, or is such an analysis a cer- 
tain type of experience in relation to others? Ts there anything in 
(present) experience which is not the product of previous experience? 
Is everything in experience reducible to present or past relation (s) of 
the environment and the psycho-physical organism ? 

6. Avoiding the dualism (linguistic) of the last question discuss 
the meaning of, "The process of the individual life is a unitary thing, 
in which an ideal distinction may be made between the self and its 
environment, the agent and his sphere of action." (MacVannel.) 

7. Returning to question 1 above, discuss the meaning of the term 
'resting.' Is experience ever absolutely a passive acceptance of a sit- 
uation? Compare question 5, last part. Discuss, "Experience is in 
truth a matter of activities, instinctive and impulsive, in their interac- 
tions with things." (Dewey.) 

8. Discuss, in the light of the meaning of experience, the rela- 
tion of heredity and environment, (a) as showing the continuity of the 
experience of the individual and his immediate ancestry, (b) as showing 
the continuity of the experience of individuals of different ancestry. 

13 



9. Discuss psychologically the phenomena of attention, and show 
the relation of the experiences of a given (jdeal) moment of consci- 
ousness to, (a) the past, (b) future experiences. Sum up the funda- 
mental conclusions of the present topic and make a list of issues 
raised for further discussion. 



References. 

I. Baldwin (1); Monroe; Dewey (1). pp. 163-169; Watson, 
chap. I; Dewey, etc., pp. 1-29; Henderson, E. N., chaps. II, III; Hob- 
house (2), pp. 1-28, also part I, chaps, Y-IX; James (1), chap. II; 
MacVannel, pp. 1-31 ; Baldwin (2), chaps. I, II; Colvin, chaps. I, II; 
Bagley (1), part II. 

II. Hobhouse (1); James (2) (3); Henderson, L. J. (1) (2) ■ 
Haldane ; Conklin ; Morgan (1) i_2) : Dewev (2); Kirkpatnck. (See 
page entitled, 'TO THE STUDENT.') 



14 



II. THE MEANING OF SCIENCE AND OF PHILOSOPHY. 

1. Was experience, as developed in the preceding Topic, only or 
primarily a matter of 'knowledge'? Was it primarily a matter of sub- 
jective activity, something merely psychical? Did it project always 
into the past; ever into the future? What was its connection with 
so-called 'relations' between things? 

2. In what sense is science also experience? In what sense has 
a (present) body of science been experience? What relation has such 
(a) science to future experience? Is science only, or primarily, a mat- 
ter of knowledge? Discuss; "Science is experience becoming ration- 
al." (Dewey) 

3. Is it the function of knowledge in ordinary experience (as 
contrasted with science) to be and remain simply knowledge? What 
is its relation to conduct and to the future ? In what sense is science 
a tool ? What is the nature of the 'abstractness' of science ; to what 
is it due? 

4. In what sense does science merge the experience (actual or 
possible) of all individuals, of all times and places? Returning to the 
point of view of question 3, how is the organization of science differ- 
ent from the organization of ordinary experience? Is it a question of 
number of facts or experiences which are so organized ? Only ? Is 
organization determined by purpose? By present difficulties; future 
difficulties? Of the individual, or of society? 

5. What has been the usual significance of the term philosophy? 
Has philosophy 'taken thought' in order to accomplish something? Is 
philosophy comparable to science in respect to its organizing power, its 
usability (as a tool), its power to merge the experience of individuals, 
its purpose, its functioning in difficulties? 

6. Whence does philosophy derive its content? Is philosophy, 
then, a part of experience, arising out of the general field of human 
activity? How comes it, then, to be so unrelated to felt difficulties in 
the field of concrete experience? Is philosophy (or has it been) pri- 
marily a matter of knowledge ? At all times ? What is the outline of 
its history? 

7. What is the present movement (s) in philosophy, i. e., such as 
pragmatism, neo-realism, instrumentalism, etc. ? Their purpose, their 
methods, their results? What new streams of thought have come to 
incorporate themselves in the philosophic tradition? Discuss, "A prag- 
matic intelligence is a creative intelligence, not a routine mechanic." 
(Dewey.) 

8. What should be the relation of philosophy and the several sci- 
ences? In what sense is philosophy the critic of science — in what 

IS 



sense might the reverse be true? In what sense is philosophy a sum- 
mation of the sciences ; does this summation add anything not furnished 
by any of the sciences? 

9. What tentative application of the principles of this and the 
preceding paper can you make to the field of education? 



References. 

I. Baldwin ( 1 ) ; Monroe ; Dewey ( 1 ), pp. 221-24, 201-67, 330-33, 
378-87; MacVannel. pp. 5-18; Dewey, etc, pp. 1-69; Sidgwick, pp. 
1-37; Dewey (2), chaps. X, XI ; Hobhouse (2), part II, chaps. I, II. 

II. Dewey, etc.; Santayana; Russell; More; Enriques ; James 
(2) (3) ; Boutroux (1) (2). ' 



16 



III. THE MEANING OF EDUCATION. 

1. Distinguish, tentatively, the following terms: Adjustment, re- 
action, response, intention, purpose ; surroundings, conditions, situa- 
tion, environment; individual, society; mechanical, physical, biological. 

2. Do we actually find 'education,' of one kind or another, to be 
a part of the total activity of all peoples at all times? Of animals? 
In what characteristics does such activity differ from the behavior of 
a stone when thrown or struck? To what are the differences, in the 
main, due ? 

3. In education, in this general sense, is it always and merely 
an individual as such, who responds to a given situation? In what 
sense is education the response of society. to a situation? Discuss, 
"Society exists through a process of transmission quite as much as bi- 
ological life." (Dewey). 

4. Why cannot education take place by the direct 'imparting' or 
inculcation of the necessary knowledge, beliefs and attitudes, etc.? 
What are the means by which these things gradually come to be the pos- 
session of the (new) individual, and what does this show of the nature 
of education? What of the function of the school in this connec- 
tion? Is it all sufficient; necessary at all? 

5. In what sense is education a process of control? Of what 
and for what? In whose interests? In what sense does it differ from 
physical compulsion ? What does control imply in the nature of the 
environment; in the nature of the thing or person being controlled? 
What does control imply as to the nature of past experiences; of pres- 
ent purposes? 

6. Does education equal the sum of this and that knowledge, 
habit, attitude, etc. ? What else is there? In what different sense does 
an organism grow from, say, a pile of sand, a body of water? What, 
if any limits, are implied in this conception of education? 

7. Discuss that conception of education which defines it as 'prep- 
aration' and as 'unfolding.' In what two senses may these words be 
taken? How definite is the goal or finished condition implied in these 
conceptions? Are aims and results confused? Explain carefully. 
Discuss, 'Education is the constant and continuous attainment of abil- 
ities having value, partly in themselves (in relation to social life) and 
partly as foundations for further attainments, the process being with- 
out formal end.' 

8. In what two senses may education use the past and its ma- 
terial in shaping the future ? What would be some contrasting char- 
acteristics of each attitude? Does any scheme of education neglect 
either the past or the future? 

17 



9. Sum up the foregoing questions in one inclusive definition, 
and be prepared to defend it in class. Gather, from Butler, MacVan- 
nel, Monroe, etc., several definitions of education and compare, crit- 
ically, with the conclusions of the above questions. 



References. 

I. Baldwin (1); Monroe; Henderson, E. N., chaps. II-IV and 
XVII-XVIII; MacVannel, chaps, II-IV; Dewey (1), chaps. I-IV and 
XXIV; Bagley (1), part I. 

II. Baldwin (2); Dewey (2); Hobhouse (1) (2); Morgan (1) 
(2); Spencer; Butler; Hanus ; Betts ; Colvin ; Moore. 



18 



IV. THE IMPLICATIONS OF A THEORY OF EDUCATION. 

1. Sum up the foregoing three Topics so as to show clearly their 
connection with one another. In what sense, if any, are they a neces- 
sary background for the study of education ? 

2. What does the word 'imply' (or implication) mean? Does 
'two plus two' imply 'four'? Does 'design in the world' imply a 'de- 
signer'? Connect this discussion with that on science. 

. From the point of view of (scientific) determinism, i. e., 
the explanation of everything in terms of preceeding conditions alone, 
how is it possible for teachers or the school (education in general) 
to effect changes ? In this connection, then, what are some of the im- 
plications of a theory of education? What other factors enter into a 
situation besides previous conditions? 

4. Did any of the definitions of Topic III give specific details of 
the type of society with reference to which individuals were to be ed- 
ucated? Have we, at the present moment of the development of the 
world, a general, all-inclusive society? What, then, are some of the 
implications in this connection? 

5. Did question 7 of Topic III state any definite aims or pur- 
poses? Does this mean that change is in itself desirable? Or that 
desirable results will come about with sufficient change? What are 
the implications in this connection? Discuss the differences involved 
in educating for a dynamic society and for one that is static. 

6. Are types of society, or aims and purposes pure constructions 
of a priori logic? Does the inherited physical nature of humanity play 
any part in them? What are, then, some implications of the nature of 
human beings for educational philosophy ? 

7. Is all experience educational? Does the process of associ- 
ated living in itself adequately educate? Can all share in this, com- 
pletely, at all times? What does this imply as to the nature and the 
function of the school ? 

8. Discuss, from the point of view of Topic I, the accumulative 
aspect of experience. Where does it accumulate for the individual, 
for the group ? What is the general nature of the physical and nervous 
mechanism of the individual ? What, in this connection, are insti- 
tutions, history, etc. ? What implications for method, limitations, sub- 
ject matter, etc., etc., in a theory of education? 

9. Discuss, "In order to answer the question, 'What ought educa- 
tion to aim at,' the prior question, 'What is a person, both in himself 
and in his environment'? must be dealt with." (MacVannel). Has 
this, in any sense been done? What further discussion, if any, is 
necessary in this connection? (Se« List of Topics). 

19 



References. 

I. and II. As for Topic III. 

See also, Mackenzie, Book II, chap. II, Book III,, chap. Ill 
Hetherington and Muirhead, chap. X. 



20 



V. AIMS, VALUES AND INTEREST IN EDUCATION :I. 

1. Discuss, in some detail, the differences in the meanings of 
the following terms, particularly in their educational bearing: Aim, 
goal, purpose, intention, effort, means, method, end, result, etc. See 
Baldwin (1); Monroe. 

2. May a student, who has failed in his examination, be said 
to have 'aimed' at the failure, or was the failure a 'result' of his in- 
sufficient or unrelated activity? Could he 'aim' to pass, and yet fail? 
Discuss all that is involved thoroughly. 

3. Do the natural forces have aims or purposes ; do animals ; do 
all human beings; at all times? Does the operation of instinct in- 
volve aims? Are aims a matter of conscious behavior? Always? 
What about the continuity and the intrinsic organization of experience 
in this connection as opposed to mere addition and multiplicity of ex- 
periences ? 

4. Discuss ; " the aim as a foreseen end gives direction to 

the activity; it is not the idle view of a mere spectator " (Dewey). 

In what several ways does such 'foresight' function? What are the 
(philosophical?) implications here? Have they been brought up for 
consideration previously? In what connection? 

5. Compare Topic I and discuss the nature of 'mind' in con- 
nection with aims and purposes, showing the relation, thereby, of pres- 
ent, past and future experience. What does 'absent-mindedness' im- 
ply as to conduct ; what does being of 'two minds' mean, in this con- 
nection ? 

6. Are all aims of equal value? To the individual ; to the group? 
What has often been the source of aims in education ? Discuss 'train- 
ing versus education' from the point of view of the nature of good 
aims. Whatever their source, in what sense should aims be 'flexible?' 
What would be the meaning of an 'experimental' aim ? 

7. Is any aim an aim in and for itself, as such? Do we learn 
Greek or calculus simply to statically know the facts involved ? Do we, 
on the other hand, learn them simply as steps to still further acquire- 
ments? In what sense is the means to a given end also a (temporary) 
end ; in what sense is the end a means ? 

8. Make application of all the above to concrete educational sit- 
uations. Discuss ; "That education is literally and all the time its 
own reward means that no alleged study or discipline is educative un- 
less it is worth while in its own immediate having." (Dewey). 

9. Have questions 6 and 7 , above, exhausted the considerations of 
'value' and 'interest' as related to aims? What is the direction of fur- 
ther discussion on these topics? 

21 



References. 

I. Baldwin (1) ; Monroe; Dewey (1), chaps. VII-IX; Hender- 
son, E. N., chaps. I-V ; MacVannel, chaps. VI-IX ; Baldwin (2), chaps. 

I, II and XI-XV T ; Hobhonse (2), part I, chap. V; Watson, chaps. I, 

II, IV; Thorndike, part I. 

II. Bagley ( 2) ; Hanus ; Spencer ; Butler ; Colvin ; Heck. 



22 



VI. AIMS, VALUES AND INTEREST IN EDUCATION: II. 

1. Discuss, in connection with the terms of question 1 of the 
preceding Topic, the meaning of; value, valuation, 'good(s)', stand- 
ard (s), appreciation, intrinsic, instrumental, extrinsic, satisfying. 
Connect with discussion on Experience. Are there several opposed 
meanings to any of these words? 

2. Are all experiences (whether momentary or prolonged) good 
merely for something else? What then is this 'something else' good 
for ? How far can you prolong the series ? Discuss all that is involved 

in the following quotations, — are they fundamentally at issue ? " 

that only is worth while which serves other ends outside itself." 
(Henderson EN) "Some goods are not good for anything; they are 
just goods." (Dewey) 

3. Give some examples of intrinsic values. Are they all of equal 
value ? What does this imply as to the nature of goods having in- 
trinsic value? What implications as to their source, their permanence, 
etc. ? Give several examples of instrumental values. What of their 
source, etc.? May a 'good' or an experience partake of both kinds of 
value ? Examples. 

4. In a larger sense of the term are all goods 'good for' any one 
particular end or supreme value ? Does this imply that we can arrange 
all experiences in ascending order, as having more and more 'value' 
for and towards a final value? Compare questions 6 and 7 of the 
previous Topic. What deductions can you make with reference to 
the curriculum ? 

5. What are some subordinate values which are aimed at in the 
educational process? Does this imply that these aims are means' to 
a larger aim? That their sum equals the larger aim? Does this 
mean that school subjects are to be mere means to attain these sub- 
ordinate aims? Compare again the nature of experience as organized 
rather than as mere accumulation. 

6. What is the meaning of such terms as interest, concern, 
solicitude ? What elements in the situation, what characteristics of the 
individual or group involved are implied ? What implication concern- 
ing past, future experience ? 

7. Show the relationship between aim, value and interest. In 
what sense is interest a connecting link between present abilities and 
situations and aims or values? Are there several kinds of interest? 
Connect with the different types of value. Discuss, in its different 
bearings, "If a problem is regarded as worth while, it at once becomes 
interesting.' (Henderson EN) 

8. Review question 6 of the preceding Topic, in connection 
with interest. Are all interests of equal value? Are any interests 

23 



common to all people ? Are 'interests' ever Imposed from outside ? 
Examples. What conclusions for an educational theory? 

9. Do interests ever compete? Does interest alone justify the 
inclusion of a given activity in the educational process? What 'court 
of appeal' in these matters? Do interests change? What brings this 
about? What part has the school in all this? 



References. 
I. and II., as for Topic V. 



24 



VII. PHILOSOPHY OF EDUCATION AS A METHOD. 

1. What is the significance of saying that the method used in 
such and such a study is historical, or psychological or critical? What 
does method mean in this connection? Is there more than one method, 
say, to extract square roots? Do they all get the same results, utilize 
the same materials, involve the same activities? 

2. In what sense are subject matter and method different things; 
in what sense the same thing ? Can they be separated for examination . 
apart from one another? Can two violinists play the same piece with 
different techniques? It is actually the same piece; to the hearer, to 
the producer? 

3. How js method connected with aims, values, interests? Dis- 
cuss, "Method means that arrangement of subject matter which makes 
it most effective for use." (Dewey) For use with reference to what? 
Is method (always) instrumental? 

4. Connect with the discussion on the nature of experience. 
Topic I. What there corresponds to subject matter, what to method? 
What, then, in this larger sense, is the meaning of subject matter and 
of method? 

5. Does method act as a selective agent on subject matter? 
Method alone, or in combination with what? If, for example, the 
aim of education is to prepare for the next world, would this aim be, 
or carry with it a particular method and a selected subject matter? 

6. Discuss all that is involved in the following, ( from Mac- 
Vannel) "Method, accordingly, as the realization and appropriation of 
experience involves : — 

(a) activity — in the sense of experimentation; 

(b) selection of such activities as approximate to or mani- 
fest a general principle or standard ; 

(c) organization through emphasis, selection, imitation, sug- 
gestion, idealization, of class activities on the basis of 
selected products." 

What is the general principle or standard of (b) ? Discuss the 
nature of the terms in (c). Does this mean the imposition of any- 
thing from outside ? Does it imply fixed aims, standards, etc. ? 

7. In what sense is science a method ; how does it differ from 
other methods; what is its subject matter? (Recall Topic II.) Is 
the method or the subject matter of science fit, as such, to enter into 
the educational process? When, and under what conditions? 

25 



8. What is the method of philosophy, and what its subject 
matter? Is its subject matter, in any sense, more inclusive than any 
other? Has this always (historically) been true? Is its method in 
any sense peculiar? What of its fitness for the different stages of 
the educational process ? What are aims, values and interest in con- 
nection with philosophy ? Discuss ;" — philosophy may even be defined 
as the general theory of education. — Education is the laboratory in 
which philosophic distinctions become concrete and are tested." 
(Dewey) 

References. 

I. Baldwin (1); Monroe; Boutroux (1), chaps. VIII-XIV; 
Ennques, chaps. I and II; Hobhouse (2), part II, chaps. I to III; 
MacVannel, chaps. I, III and IV.; Sidgwick, lects. Ill and VIII- 
XII ; Watson, chap. II. 

II. Butler; Goldenweiser ; Haldane ; Henderson E. N. ; Hob- 
house (1); More; Russell; Santayana ; James (2) (3). 



26 



B. PHILOSOPHY OF EDUCATION AND HISTORY. 
Selected References for Section B 

The Law of Civilization and Decay 
Evolution of Educational Theory- 
Transitional Eras of Thought 
Physics and Politics 
Darwin and the Humanities 
Development and Evolution 
Civilization of Christendom 
Social and International Ideals 
The Presuppositions of Critical History 
Economic Influences Upon Education, etc. 
Sociology and Social Progress 
Introduction to Social Evolution 



Adams B 
Adams J 
Armstrong 
Bagehot 
Baldwin 

Bosanquet 

Bradley 
Carlton 
Carver 
Chapin 

Cheyney 

Clow 

Crampton 

Crozier 

Cubberley 

Dewey 

Eggleston 

Eucken 

Farrand 

Forrest 

Giddings 

Goldenweiser 

Hegel 

Hobhouse 



Keller 
Kidd 

Kropotkin 

Mackinder 

Monroe 

Myers 

Nordau 

Osborn 

Patten 

Robinson 
Seward 
Sumner 
Teggart 

Todd 

Urwick 

Vincent 

Walling 

Ward 

Woodbridge 



Education and the Mores 

European Background of American History 

Principles of Sociology 

Doctrine of Evolution 

Civilization and Progress 

Public Education in the United States. 

Influence of Darwin, etc. 

Transit of Civilization 

Main Currents of Modern Thought 

Basis of American History 

Development of Western Civilization 

Readings in Descriptive Sociology 

History, Psychology and Culture 

Philosophy of History 

Mind in Evolution 

Development and Purpose 

Social Evolution and Political Theory 

Societal Evolution 

Social Evolution 

Principles of Western Civilization 

Mutual Aid 

Democratic Ideals and Realities 

Text-Book in the History of Education 

History as Past Ethics 

Interpretation of History 

From the Greeks to Darwin 

Heredity and Social Progress 

Theory of the Social Forces 

The New History 

Darwin and Modern Science 

Folkways 

The Processes of History 

Prolegomena to History 

Theories of Social Progress 

Philosophy of Social Progress 

Historical Research 

Larger Aspects of Socialism 

Psychic Factors of Civilization 

Purpose of History 

27 



28 



VIII. HISTORY AND HISTORICAL KNOWLEDGE. 

1. Is there a history of education? In what sense? Is there 
a history of (what we mean by) 'two plus two equals four'? In 
what sense? What different meanings are there of such a phrase as, 
'the history of Athens'? What would be the meaning of the phrase, 
"a career in time"? (Woodbridge) 

2. Discuss, in connection with the meaning(s) of history, ex- 
perience, science, philosophy, aim(s), value(s). Is there a science of 
history? Does history give us values, aims? Have there been such 
in past history? In what sense of the word history? 

3. Are the past, the present and the future continuous with one 
another? In what two senses of the word? Discuss, "The history, 
then, which is for us, is matter of inference, — And can never start 
from a background of nothing; — but is essentially connected with 
the character of our general consciousness. And so that the past varies 
with the present — "(Bradley) 

4. In what sense is the present the result, the product, the out- 
come, or the realization of the past? Which term is best and why? 
Is history a mechanical series or a human process? What does this 
imply? 

5. In connection with the idea of continuity discuss the meaning 
of 'crucial'. Does the conception of a particular aim or value determine 
what will be called crucial in any development or career? Do they 
vary with one another? What does 'impartiality' mean in connection 
with history or the examination of any process? Discuss method and 
subject matter in this connection. 

6. Is it the ideal of history to present merely a series of events 
in correct order, — to reproduce (in writing) 'things just as they were'? 
Connect with the discussion on science and philosophy. (Topic II) 
What is the meaing and the intention of Philosophy of History? 
Discuss, " — History is Philosophy and Philosophy History." (Croce) 

7. In what sense are there several possible histories of the same 
career? Of the same institution? In what sense is there no such 
thing as history except as a complete survey of all that has happened 
in the past, i. e , as a continuity, not only backward and forward, but 
'abroad' in all directions at every moment of its career? Discuss 
this continuity as "the most fundamental and valuable truth which the 
past has to teach us." (Robinson) 

8. Is the process o£ history purposive? Progressive? May con- 
tinuity lead to situations essentially different in their nature than the 
original condition? What does the conception of progress imply? 

29 



9. Sum up the meaning and the implications of history and dis- 
cuss, " — we can conceive a state of knowledge in which the human 

species should come to understand its own development, its history, 
conditions and possibilities, and on the basis of such an understanding 
should direct its own future." (Hobhouse) 



References. 

I. Goldenweiser, pp. 1-29; Hobhouse (2), part II, chap. Ill 
Nordau, chaps. I, II, VII, X; Sumner, chap. XIX; Teggart (1), chaps 
I and III, (2), chaps I, IV and V; Woodbridge, chaps. I to III 
Eucken, sect. D, chap. 2. 

II. Bagehot : Crozier: Forrest; Hegel: Hobhouse (3); Meyes 
Monroe; Todd; Ward; Walling; Bradley; Vincent; Robinson. 



30 



IX. THE CONCEPT OF EVOLUTION. 

1. What does 'to evolve' mean? Does a lake 'evolve' out of its 
sources? Does a lake go through an evolution in its relations (phys- 
ical) to the surrounding and connected country-side? Does the pro- 
cess of evolving require an (external) 'evolver'? What previous dis- 
cussions are connected here ? 

2. Does the conception of evolution survey a greater mass of 
details than does history in its usual significance? Is its method 
broader, deeper? Is the idea of evolution itself a method? What does 
it add in method and subject matter to history, as usually understood? 
Is the method of evolution scientific? Discuss in connection with the 
same question as applied to history. 

3. Discuss," the historian undertakes to relate the details 

of one or another prominent incident that still existing records enable 

him to describe ; the evolutionist, , endeavors to determine what 

the processes are by which the object before him has come to be as 
it is." (Teggart) 

4. What of continuity, purpose, progress in connection with the 

concept of evolution? Discuss, "■ we can talk of sidereal or solar 

evolution, of human or social evolution, but let us give up, once for 
all, talking about world-evolution." (Marvin) 

5. What are the main and most significant uses and applications 
of the concept of evolution? Discuss, "The doctrine of evolution 
illustrates, perhaps more clearly than any other, the gap between the 
old mode of thought and the new." (Eucken) —the doctrine of 
organic development means that the living creature is a part of the 

world, , and making itself secure only as it intellectually 

identifies itself with the things about it. and forecasting the future 
consequences of what is going on, shapes its own activities accord- 
ingly." (Dewey) 

6. Discuss the following, adding whatever other implications 
seem necessary ; " the theory of evolution seems to imply the fol- 
lowing factors: — 

(a) The organic oneness of all things 

(b) The emergence of the qualitatively new by means of 

forces resident in the co-operating elements of the pro- 
cess 

(c) the two interrelated and co-operating elements, (1) 

the individual existence , (2) the situation, me- 
dium or environment 

(d) new formations or structures are to be conceiv- 
ed as instruments or methods of adaptation or adjust- 

31 



merit to specific environmental conditions." (MacVan- 
nel, condensed, which see.) 

7. Carrying the discussion to more concrete matters, what im- 
plication for education, for subject matter, for method, for considera- 
tion of the nature of the psycho-physical organism, for the source 
and nature of aims, values, interests ? What tentative definition can 
>ou make of such things as habit, instinct, thinking, knowledge, in- 
stitutions? 

8. In what sense does evolution justify the description of a 
process becoming conscious of itself? Is everything 'fixed' in an 
evolutionary scheme? Discuss the questions involved here. What 
connections with previous Topics ? 



References. 

I. As for Topic VIII, and as follows; Baldwin (1), chaps. 1. 

II and V; Dewey, pp. 1-19; Eucken, sect. C, chap. II ; Walling, chaps. 

III and V; Kidd (1), chap. I; Keller, Introduction and chap. I. 

II. As for Topic VIII, and as follows; Adams B. ; Adams J ; 
Baldwin (2); Hobhouse (1), (3); Osborn ; Crampton; Seward. 



32 



X. THE MEANING OF PROGRESS. 

1. Does all activity imply progress? Does the (mere) realiza- 
tion of ideals, aims, values, etc., imply progress? Is all progress of 
this realizing or attaining nature? What of the co-ordination of aims, 
the setting of new purposes in the light of attainments, the reconstruc 
lion of old values. because of new knowledge and abilities? 

2. Is progress primarily a matter of inner (psychic) satisfaction, 
or of objective changes and rearrangements of the environment, or 
both? Is progress a 'thing', a process or a condition? What are the 
standards which measure it? 

3. Is progress attained or measured, primarily, over a span of 
many generations, or is it a matter of one or two in close association? 
i. e., does a group and its environment change so radically in several 
centuries (say) that continuity of aim and effort is impossible? 

4. Has there been (continuous) progress since the beginnings 
of (recorded) civilization? In all particulars? In all parts of the 
human world? Is there a (necessary) decline at certain times and 
places to compensate for other gains? What measures, historically, 
have been applied to human activity to estimate or define progress? 
How have these changed and why. 

5. Is progress a matter of coincident and co-operative effort or 
is it the mere accumulation of independent efforts and results? What 
is Robinson's estimate of the comparative time of civilization and 
primitive life, and what bearing has this on the problem? Does pro- 
gress involve. the destruction of individuality? Does progress re- 
quire the merging of the individual and the group? Would a differ- 
ent definition and measurement of progress obtain for an (imagin- 
ary) isolated individual and group? 

6. Discuss, "Progress is a human concept. Physical sci- 
ence knows only change, not progress. Progress always involves a 
standard of values and of achievement. It is telic, ." (Todd) 

7. Do science and philosophy, as such, throw any light on the 
nature of progress? Contrast the idea of progress as so far developed 
with that of decadence. What is a decadent society, what the nature 
of its activities, its values, its aims, etc.? In contrast to what is it de- 
cadent? Discuss. "Man's integral nature must be the premise of 
philosophy, and man's complete satisfaction the conclusion philosophy 
must aim at." (MacVannel) 

8. In what sense might it be said that merely attaining ideals 
ends progress? Can you conceive or define progress as an infinitely 
continuous process, as an 'ever open future'? Open for what and for 
whom? How does this connect with the study of the school and 

33 



theory of education? In what sense is the school a measure of civiliza- 
tion, of progress? 

9. Compare question 5 of Topic VI, on subordinate values. Is 
progress 'made up' of such subordinate values; if so, what are they? 
Can you draw a parallel between the school (its aims, etc.) and life 
in general in society? What specific deductions for theory of educa- 
tion? 

References. 

I. As for Topics VI 1 1 and IX, and as follows; Todd, chaps. 
VI to VIII and XXXIII and XXXIV; Kidd (1), chaps. II, III. 
IX and X; Keller, chaps. VIII to X; Hobhouse (3), chaps. I, II and 
VII. 

II. As for Topics VI I land IX and as follows; Urwick. Patten 
(2) ; Carver. 



34 



XI. THE CAUSES AND CRITERIA OF PROGRESS. 

1. Recalling the discussion on science, show the meaning of the 
following terms: law, regularity, principle, cause, effect, result, gen- 
eralization, regularity, deduction, induction, verification, invariable 
concomitant, etc. Do these terms, or the things they mean, apply 
as rigidly to social and human as to physical and material phenomena ? 

2. Do any of the above terms imply a 'force' in phenomena? 
Particularly, are there 'social fo/ces', 'social laws', etc. ? Gather from 
Tarde, Giddings, Spencer. Ward, examples of 'social laws' and discuss 
critically, both with reference to the ground of their formulation, their 
utility, and their accuracy. 

3. Does a discussion of the 'causes' of progress lead, ultimately, 
to a discussion of aims, values, motives, etc., of human beings? (Com- 
pare questions 1 and 2 of Topic X.) Is progress something forced 
on human beings by the (mere) action of the environment, or some- 
thing attained by successful manipulation of it? 

4. Discuss in the light of question 3 the economic interpretation 

of history. Examine, " the final causes of all social changes and 

political revolutions are to be sought, not in men's brains, not in man's 
better insight into eternal truth and justice, but in changes in the modes 
of production and exchange. They are to be sought, not in the phil- 
osophy, but in the economics of each particular period." (Engels) 
Discuss the question whether modes of production, money, inventions. 
etc., are the results or the causes of a particular social structure, or 
both. 

5. Discuss, from the same point of view, the arguments as to 
the relative importance of heredity (personal, germ) and the social 
plus the physical environment. Are these such separate things that 
any heredity would function in any environment? What is the func- 
tion of 'great men', religion, government, etc, in the social process? 
What other 'causes' of social progress have been advanced ? 

6. What of the power of thought? Will 'taking thought' do 
anything? Is thought, in this sense, something other than active 
experimentation and manipulation of the environment? What would 
be the meaning of 'thought as such' and what would it effect? In 
what sense might you justify calling only that thought which worked 
out successfully in practice? 

7. If progress is definable, and the favorable conditions relative 
to it known, is there still a further problem of knowing whether the 
social process is tending in that general direction? What would be 
'signs' of progressive attainment to successive stages? Are there 
stages in a definite sense? (Compare Topics V, VI and X.) 

35 



8. Following out questions 8 and 9 of Topic X, discuss the 
school as a 'cause' of social progress. Discuss, "The world only 

grows better, , because people wish that it should, and take the 

right steps to make it better." (Morley) "To an extent character- 
istic of no other institution, save that of the state itself, the school 
has power to modify the social order." (Dewey) Education is "the 
chief means to which society must look for all substantial social 
progress." (Ellwood) "The distribution of knowledge underlies 
all social reform." (Ward) 



References. 
I. and II. As for Topics VIII to X. 



36 



XII. THE SIGNIFICANCE OF THE STUDY OF THE 
HISTORY OF EDUCATION. 

1. What is the purpose and the value of the study of the history 
of a given subject, such as education or philosophy? Is the knowledge, 
as such, valuable, does it have immediate value, does it lead to better 
present activity, does it offer suggestions for the solution of present 
difficulties or the analysis of present problems ? 

2. Can the history of education (or of philosophy) be studied as 
a separate strand in the general history of society ; absolutely ; com- 
paratively? In what sense is the history of education a summary of 
aims and values of successive periods in the evolution of society? 
What connection, then, with present aims and values ? 

3. Is the study of the past (of educational theory) a mere re- 
capitulation of such and such facts ? In what sense is the present 
moment the link between (all) the past and (all) the future? (Com- 
pare Topics VIITIX.) Are the political, the economic, the social, 
the intellectual elements of greater value in a survey of the past? 
Comparatively or absolutely? 

4. Review, briefly, the history of education, noting the inherited 
effect on present practice and theory, where it exists, and the connec- 
tion of given aims, ideals and practices with the nature of the general 
society in which they were produced. Can you trace any general 
tendencies ; throughout the whole period ; throughout selected periods ? 
Stress the particular factors noted in connection with the various 
periods; (a) Primitive, its immediacy, its social nature, its subject 
matter; (b) Oriental, its recapitulatory aims; (c) Greek, its individual- 
istic-social aims, the function of thought, the theorist, the philosophy 
evolved, the significance of the changes; (d) Roman, its social-util- 
itarian nature, the function of the home; (e) the Middle Ages, the 
functions of Christianity, the need of a new type of education, other 
worldiness, attitude toward 'learning', discipline, scholasticism as con- 
trasted with Greek summaries, the search for the Absolute; (f) 
Renaissance education, the rediscovery of the 'whole' human being, 
new aims and new schools; Reformation education, the new emphasis 
on the 'social' human being, conduct and morals, the development of 
a new formalism; (g) Realism, its types, its new methods, subject 
matter, aims, its theory; (h) Discipline, the emphasis on method, its 
psychology, the 'components' of education; (i) Naturalism, the empha- 
sis on the 'child', interest, 'natural' ness, education as a 'process' 
versus a 'thing'; The psychological movement, its reanalysis of the pur- 
pose of education, the nature of subject matter, the process of learn- 
ing, the philosophy and psychology underlying it, the theorists; (j) 
The scientific movement, the emphasis on knowledge, as such, and its 
function, the new 'culture'; (k) The sociological formulation, the in- 
creasing complexity of theory, the embodiment of portions of other 
attitudes, education and the state, the question of society versus the* 
individual, the emergence of a unified conception; (1) The present, the 

37 



revaluation of aims and methods, the reshaping of the curriculum, 
the development of larger, more dynamic aims and purposes, the 
function of the individual, the function of educational theory, the 
consideration of the future as well as the past and the present. 

5. In what sense was the culture and the society of the American 
Colonies a 'transit of a civilization'? What new aims, values and pur- 
poses appeared parallel with the development of the country, and un- 
der what new environmental and social conditions? What mutual in- 
fluences have American and European educational theory had upon 
one another? 



References. 

I. and II. As for Topic VIII, and as follows; Monroe; Adams 
J. ; Todd, chaps. XXX to XXXIV ; Keller, chaps. VII to X ; Chapin 
(2) ; Walling, chaps. XI and XII; Carlton; Cuhherley ; Cheyney; Eg- 
gleston ; Farrand. 



38 



C. PHILOSOPHY OF EDUCATION AND THE INDIVIDUAL. 



Bagley 
Baldwin 

Blackmar and 

Gillin 
Boaz 

Bosanquet 
Clow 
Colvin 
Conklin 
Cooley 

Davenport C B 
Dewey 

Dewey and Tufts 

Drake 

Edman 

Fiske 

Fite 

Gal ton 



Gillin 

Henderson E N 
Hobhouse 
Keller 
Kropotkin 



Laird 

McDougall 

Prince 

Perry 

Renard 

Russell 

Santayana 

Shaw 

Spiller 

Stirner 

Strong 

Sumner 

Taylor 

Thomas 

Thorndike 

Todd 

Tufts 

Wallas 

Woodworth 

Watson 



Selected References for Section C. 

The Educative Process 
The Individual and Society 
Social and Ethical Interpretations 
Outlines of Sociology 

The Mind of Primitive Man 

Value and Destiny of the Individual 

Principles of Sociology 

The Learning Process 

Heredity and Environment 

Human Nature and the Social Order 

Social Organizaton 

Heredity in Relation to Eugenics 

Democracy and Education 

School and Society 

Ethics 

Problems of Conduct 

Human Traits 

The Meaning of Infancy 

Individualism 

Natural Inheritance 

Hereditary Genius 

The D unkers 

Principles of Education 

Development and Purpose 

Societal Evolution 

Mutual Aid 

Conquest of Bread 

Problems of the Self 

Social Psychology 

Dissociation of a Personality 

Present Conflict of Ideals 

Guilds of the Middle Ages 

Proposed Roads to Freedom 

The Life of Reason, vol. II. 

The Ego and Its Place in the World 

Papers on Inter-Racial Progress 

The Ego and His Own 

Introductory Psychology for Teachers 

Folkways 

The Problem of Conduct 

Source Book for Social Origins 

Educational Psychology, (Briefer Course) 

Theories of Social Progress 

The Individual and His Relation to Society 

Human Nature in Politics 

Dynamic Psychology 

Psychology from the Standpoint of a Behaviorist 



39 



40 



XIII. THE ORIGINAL NATURE OF MAN. 

1. What are the implications of the expression, 'the original 
nature of man'? Does it imply this nature has never changed, is every- 
where the same, is something apart from an environment, is not now 
subject to change, is 'good,' or 'bad,' etc.? Do we ever encounter 
(pure) the original nature of man? 

2. What has been the source of this nature? Has the process 
reached an apparent end? In what sense? Are there new, or funda- 
mentally different selective agencies at work on human (original) 
nature at the present stage of (social) development? What would 
be a definition of education and of the philosophy of education in this 
connection ? 

3. In examining any given instance of 'conduct' or 'behavior,' 
are there observable (always) the separate factors or constituent 
parts, — situation, response, and the bond (neural) between them? 
Which is not immediately observable, and on what evidence is its ex- 
istence established ? Which is due to original nature ? Always ? Sec- 
ondarily (or fundamentally) always? 

4. What previous Topics have, in a sense, taken account of the 
original nature of human beings? Are aims, values and interest con- 
cerned only with the goal in the future? Could aims, values and in- 
terest be satisfactorily discussed without reference to original nature? 
What instances of such an attempt in the history of education? Does 
this imply that human nature, as such, is the fundamental fact for ed- 
ucational theory? 

5. Are there (apart from any and all education) certain re- 
sponses to given situations due simply to original nature ? Examples ? 
What are instincts, reflexes and (natural) capacities in this connec- 
tion ? What of the inner structure in each case? Does this mean in- 
born connections to respond in a definite way (apart from education) 
to a given situation? Are these connections permanent, transitory, 
modifiable, all existent at the same time, all of value to educational the- 
ory, all socially desirable? What is the problem of education in this 
connection ? 

6. Are situations and responses joined in inseparable pairs or 
are there several possible responses to one and the same situation? 
Several situations which call out one and the same responses? Does 
this imply 'chance' responses? An insufficient analysis of the situa- 
tion? Or reaction to a common constituent of the various situations? 
Do original tendencies, as a matter of fact, act each in isolation from 
the rest? What does this imply for response, bond and situation in 
actual conduct? 

41 



7. Sum up the original equipment of human nature from the 
point of view of sensory capacities, bodily control, what attracts at- 
tention, acquisition and possession, hunting, fear, fighting, responses 
to other human beings and their conduct, imitation ( ?), exploration, 
manipulation, mental activity, play, etc. What significance for cur- 
riculum, method, training of teachers, etc.? 



References. 

I. Edman, part I, chaps. I, II; Strong, less. 34-36, 38, 40-41; 
Thorndike, part I ; Henderson, chap. V ; Keller, chap. I ; Woodworth, 
chap. Ill ; Watson, chap. 1, VI and VII ; McDougall, chap. II-V. 

II. Bagley ; Colvfn ; Thomas; Boaz ; Fite ; Hobhouse ; Fiske. 



42 



XIV. THE LEARNING PROCESS : I. 

1. What are 'original satisfiers and annoyers', and what is their 
significance? Discuss, "By a satisfying state of affairs is meant 
roughly one which the animal does nothing to avoid, often doing such 
things as attain and preserve it." (Thorndike) Examples? Discuss, 
"To satisfy is not the same as to give sensory pleasure and to annoy 
is not the same as to give pain." "Pain is only one of many annoyers 
and does not inevitably annoy." (Ibid) 

2. What is the internal (neural) correlate of this satisfyingness 
or annoyance ? Discuss, "When any original behavior-series is start- 
ed and operates successfully, its activities are satisfying and the situa- 
tions which they produce are satisfying." (Thorndike) Does this 
imply that failure in the operation of such a series is annoying? What 
is the meaning of 'successful' in this connection? Is there any other 
criterion except the neural system itself, as it is in its original nature? 

3. In what sense does the activity of a given (single) behavior 
series involve the 'readiness' of others to follow with their activity? 
(Compare question 6 of Topic XIII.) Discuss, "When a child sees 
an attractive object at a distance, his neurons may be said to propheti- 
cally prepare for the whole series of fixating it with his eyes, running 
toward it, seeing it within reach, grasping, feeling it in his hand, and 
curiously manipulating it." (Thorndike) 

4. Is 'successful' conduct, then, that which furthers or initiates 
the action of neurons (not involved in the initial action) that are 
ready to act? Does this hold for any behavior or only for 'original' 
behavior? Is it true that for any conduction series or unit (native 
or acquired) to actually conduct is satisfying, not to conduct is annoy- 
ing? Always? What about 'readiness'? What correlated state- 
ments may be made ? What of 'multiple response' or varied reaction 
in this connection? Discuss "secondary" connections. (See Thorn- 
dike.) 

5. Does the operation of original tendencies and behavior-series 
involve 'learning'? Always? Is there, so to speak, a (original) tend- 
ency for these original tendencies and behavior-series to more or less 
permanently modify the organism as such? Is 'readiness' the only 
factor involved? What of the function of 'use and disuse' (exercise) 
and of 'effect' ? Give examples of each as concerned in learning, and 
show the mutual relationships of the three factors. 

6. Do the above factors of learning exhaust the subject? Are 
there instances of learning (in animal or human behavior) which do 
not come under one or the other or a combination of these generalized 
statements ? In what sense are they the 'laws of learning' ? Is mature 
human nature explained by a combination of original nature and the 
operation of the laws of learning in a complicated environment for 
a period of years? 

43 



7. Are there subsidiary or secondary 'laws' of learning? Do 
they involve new facts or do they show the interaction of environment 
and the laws of learning already discussed? Discuss in this con- 
nection, 'multiple response', the learner's 'set' (or attitude), the law 
of 'piecemeal' (or partial) activity, the law of 'assimilation' (or ana- 
logy), the law of 'associative shifting'. Examples? 



References. 

I and II. As for Topic XIII, and as follows: Thorndike, part 
II; Watson, chaps. VIII and IX; Hobhouse, part I, chaps. I-IV; 
Woodworth. chaps. IV-VI, and VIII; Strong, less. IX-XIX; Conklin; 
Davenport. 



44 



XV. THE LEARNING PROCESS: II. 

1. What is the meaning of 'imitation'? Do we perceive a 'sit- 
uation-response' sequence in the behavior of another human being, and 
then, — (a) make the identical movement, (b) a similar movement, (c) 
get the same result, (d) a similar result, entirely apart from previous 
training or learning? What objective evidence is there in this con- 
nection? 

2. Show how the supposed results of imitation are explainable 
by the interaction of human nature and the environment, in its larg- 
est sense, and involving merely the laws of learning as already dis- 
cussed. Discuss, "The enunciation or gesture of another man, acting 
as a model, forms one's habits of speech or manners in just the same 
way that the physical properties of trees form one's habits of climb- 
ing." (Thorndike.) 

3. What of the theory that the idea of an act, or the idea of the 
result of an act, leads, ipso facto, (apart from learning), to that act 
(in overt behavior) ? Discuss in connection with the laws of learn- 
ing. Does this mean that the idea of a movement or an act never 
leads to the act as its sequent ? Discuss, "the appropriate muscular 
activity never follows an idea unless one's previous experience has 
in some fashion or other established a nexus of the habit type." 
(Angell) 

4. What use or attempted use has been made of imitation and 
the doctrine of 'ideo-motor' activity in school work and in educational 
theory? What of the latter doctrine in connection with the 'teach- 
ing of morals', 'art appreciation', etc. ? 

5. Are all original tendencies and responses to situations 'good'? 
What does good mean here; for whom and with reference to what? 
On what basis should a selection be made? Examples? In the light 
of 'multiple response' what can educational theory and practice decide ? 
What implications for an educational philosophy in the statement that 
'Nature is always and everywhere right'; in the statement that 'human 
nature is fundamentally and always bad'? Are ideals, purposes, 
values, not also part of 'nature'? In what sense? Discuss the impli- 
cations. 

6. What significance, in the fact that original tendencies appear 
at different dates in an individual's career, that they wax and wane, 
and follow, roughly, a typical order, etc.? Discuss the two statements 
or meanings of the Recapitulation Theory, and compare with the mean- 
ing of the Utility Theory, (See Thorndike) Discuss, "the same causes 
which account for the origin and perpetuation of a tendency account 
also for its time relation to other tendencies." (ibid) 

7. Review in the light of the discussion of the original nature 
of man and of the learning process, (a) the nature of experience and 

45 



its organization (Topic I )and (b) the meaning of education (Topic 
III) Discuss, in connection with question 3 of Topic XIV, the 
phenomena of 'mechanism and drive'. (See Wood worth) Connect 
with the discussion on aims, values and interest. 



References. 
I and II. As for Topic XIV. 



46 



XVI. INDIVIDUAL DIFFERENCES AND THEIR 
SIGNIFICANCE. 

1. Are the original tendencies of all human beings, as manifested 
in concrete responses to identical situations, or as measured by the 
ability so to respond, the same ? In what sense are original natures 
unlike? To what (probable) degree? In all respects? Examples? 

2. Is the modifiability of all original natures the same, i. e., do 
all human beings learn equally well, retain as well, form habits as 
quickly, respond to a complicated situation as satisfactorily, etc.? What 
(tentative) implications, then, from this and the preceding questions 
for educational theory, for school procedure, for the nature and organi- 
zation of society. ? 

3.. If original nature is a variable and if. further, the rate and 
kind of learning are variables, in what sense is it possible to have 
aims values and interests that are common, or an educational theory 
that will take account of the facts involved? What (historical) edu- 
cational theories or practices have neglected the problem involved here ? 

4. What is a 'frequency table' or a 'surface of frequency' of the 
individual abilities of a group of people with reference to any given 
trait? What facts do such tables or surfaces indicate? Would a sur- 
face of frequency with reference to the abilities of a class of high-school 
students to do sight translations in French be the same as that for 
their abilities to rapidly and accurately do square roots? What impli- 
cations? 

5. What is the current opinion as to individual differences due 
to sex? Are boys as boys (apart from the influence of training, etc.) 
better than girls in any given particular? What are the facts? What 
about men and women ? Would knowledge of the sex of an unknown 
individual give any foundation whatsoever, in and of itself simply, 
to judge abilitv, latent or overt? Are individual differences within 
a group (all of the same sex) greater or less than the average dif- 
ference between the sexes with respect to any given trait? 

6. What of the same question in connection with race? Are 
the members of a given race, ipso facto, and apart from all training, 
superior? (Compare Topics X and XI. on Progress.) What of en- 
vironment, social heredity, etc. ? What are some of the facts which 
have been gathered with reference to this question? 

7. Discuss the question of ancestry as in and of itself produc- 
tive of differences. Does the question of the environment enter here? 
How keep the relative power of ancestry and environment distinct? 
Discuss, 'Does college make people wise, or do wise people go to 
college'. Are all characteristics equally influenced by environment ; 
through ancestry? 

47 



8. What concrete deductions for teaching ; curriculum ? What 
of the problem of the sub-normal, the super-normal? Is there an 
'abstracted', generalized 'human being', as such, that the school should 
teach? Should different pupils 'go through' school at different rates, 
stud}- different subjects, etc.? 



References. 

I and II. As for Topics XIII and XIV, and as follows: Thorn- 
dike, part III; Strong, less. XX-XXVI ; Galton (1) (2); Gillin. 



48 



XVII. THE NATURE OF AN INDIVIDUAL: THE SELF. 

1. Have Topics XIII to XV treated of the individual or the self? 
In what (restricted) sense? Which of the following adjectives would 
best characterize that treatment, — static, descriptive, analytic, dynamic, 
synthetic, abstract, concrete, sociological, psychological? Might all 
these adjectives apply to a discussion of the self? Which seem most 
necessary to the general subject of the syllabus? 

2. Are there, in a sense, two conceptions or aspects of an in- 
dividual ; first, the 'mechanical' conception, whereby the individual 
is viewed simply as a center of force, as consumer and producer, as 
mover and as obstacle to another individual ; the individual as he sees 
himself? Discuss, "As (the) mechanical individual was defined and 
distinguished by his spacial dimensions, so, (the) conscious or spiritual 
individual is to be defined by his meaning or purpose." (Fite) 

3. In the light of the discussion on Experience (Topic I), on 
Aims, Values and Interest (Topics V, VI) and the four Topics im- 
mediately preceding this, show the relationship of the two selves of 
question 2, and their significance for educational theory. Discuss, 

" this present conscious act — this thing which I now deliberately 

choose to do — is never the effect of a cause, but the expression of a 
reason." (Fite) 

4. Is the 'mechanical' individual co-extensive with the conscious 
individual? Is the 'self of the conscious individual quite unlimited 
in its scope, — in time and space? Are 'mechanical' individuals mut- 
ually exclusive? Conscious individuals? What does this imply for 
the activities and conduct of each? What sort of 'societies' respec- 
tively? 

5. Have social and ethical theory endeavored to build social 
structures on the basis of that interpretation of the individual here 
called 'mechanical'? In what sense, and in what instances? Does 
such a conception (necessarily) lead to the idea of society as a 
'struggle' of hostile forces ( i. e , individuals) ; to a false antithesis of 
the meaning of 'individual' and 'social' ; to the conception of society 
as a (static?) equilibrium of forces? 

6. Does an analysis of experience, as a matter of fact, disclose 
neither 'individuals' nor 'society', as such, but a group of people, num- 
erically distinct, engaged in activities which are shared with one an- 
other in varying degrees? (Recall discussion on Experience.) If 
you analyze your experiences throughout a given period what (rough- 
ly) is the proportion of acts, thoughts, motives, etc., which have origin 
and end in a conception of your 'self as isolated, unique, disconnected, 
mechanical? As integrated, interpenetrated, merged, co-operative? 

7. What qualities of original nature are 'social'? What does 
(mature) experience teach of the relative values of individual and 

49 



social activity? In what sense is progress attained by shared activity? 
In what sense are art, language, knowledge, control of natural forces, 
etc. — all the product of shared activity? What of thought, as such? 
In what fundamental ways is educational theory concerned with the 
nature and meaning of the self? 



References. 

I. Cooley ( 1 ), chaps. V, VI ; Hobhouse, part I, chap. XI ; Dewey 
(1), chap. XXVI: Fite, lect. Ill, sect. I and II, lect. IV, sects. Ill 
and IV; McDougall, chaps. VII and VIII; Edman, part II, chap. IX; 
Woodworth, chap. VIII. 

II. Baldwin (1) (2); Boaz; Cooley (1) ; Dewey (1) (2); 
Laird; Prince; Stirner; Tufts; Santayana ; Keller; Kropotkin (1); 
Bosanquet. 



50 



XVIII. THE PROCESS OF GROWTH OF THE SELF. 

1. What is the conception of the self of the primitive man, and 
from what evidence do we draw our conclusions? What fusion with 
the group; with physical ohjects? Is the former due to reflective reali- 
zation that his welfare lies there, or to what? What part does the 
nature of the activities, the material and spiritual development of 
the group play in it? 

2. Is the self of a child in any sense like that of a (mature) 
primitive man? Is the development of the self of a child to maturity 
primarily through experiences with (inanimate) objects or with other 
human beings? In what sense is a self the index and symbol of past 
experiences in their organized aspect ? 

3. Was the orginal nature of primitive man probably the same 
as that of modern man? Whence then, and by what process has- the 
modern idea (s) of self arisen? Is the modern self a product of a 
concomitant evolution of society and the self in person? (Compare 
question 7 of preceding Topic). 

4. Going into more detail, show the mutual relationships of the 
self and the (social) activities of the following periods; early primi- 
tive, the Hebrews, the Greeks, the Romans, the Medieval period, the 
Renaissance and Reformation, the recent modern, the contemporary. 
Show the effects of language, law, religious activities, the family, 
custom, education, war, art, limiting, city life, nationality, class ( ?) 
consciousness, handicrafts, industry, science, thought, (both lay and 
'professional'), wealth, division of labor, types of government, etc. 

5. Discuss. "Each of the greater steps of progress is in fact 
associated with an increased measure of subordination of individual 
competition to reproductive or social ends, and of inter-specific com- 
petition to co-operative association." (Geddes and Thomson) "The 
social type inherits the earth. It does pot defeat itself. It suc- 
ceeds " (Hobhouse) 

6. Does the growth of a social self imply the disintegration of 
an individual self? (Compare question 6 of last Topic) Discuss 
"Society strives to transform the individual into a mere organ of it- 
self." (Mikhalovsky) " the individual is the original source and 

constituent of all value ; and therefore — there can be no higher stan- 
dard of obligation for you or for me than that set by our personal 
ends and ideals." (Fite) 

7. What does the phrase 'disinterested action' imply? Several 
meanings? Does the development or possession of a social self imply 
disinterested activity? What of original nature, higher values, pro- 
gress, etc.? Does such a phrase imply a false analysis of experience? 
(See next Topic and compare Topic I.) 

51 



8. Do all experiences go to develop a social self? Have we, in 
a sense, (or are we) several selves, mutually supplementary? Anta- 
gonistic? Can they (all?) be brought into co-operation? What 
agencies at the present time are most influential in forming the self 
of the growing human being? In what directions? 



References. 

I and II. As for Topic XVII. Also Shaw; Russell; Drake 
Todd ; Wallas ; Taylor. 



52 



XIX. THE UNITY OF ALL EXPERIENCE. 

1. Is life and experience, in any sense, a unity? Do we add 
knowledge to habits, the sum to instincts, to that some purposes, etc., 
in order to become a self or an individual? Is experience added to 
experience to produce a total? 

2. In what sense does language suggest an unreal or exaggerated 
distinction between such realities as man and nature, self and environ- 
ment, self and society, self and other? What is the appeal as against 
the suggestions of language? How has language come to be thus, 
in a sense, unrepresentative of reality? (Nature of concepts, etc.) 

3. Discuss the similar (theoretical, linguistic) opposition of body 
and mind, knowledge and practice, (thought and action), thinking and 
'doing.' Is thought (and thinking) something done apart from orig- 
inal nature, not learned throught experience, not an instance of inter- 
action with environment, not an activity directed, as other activity, 
to a concrete end or purpose, to obtain a given value? Discuss, " — 
when we study implicit bodily processes we are studying thought; just 
as when we study the way a golfer stands in addressing his ball and 
swinging his club we are studying golf." (Watson) 

4. Is experience merely 'one way of knowing'? Whence, then, 
the other ways of knowing, and what their method and content ? What 
is 'a priori' knowledge, the- evidence for it, its source, its significance 
for the process of education? How does such a conception conflict 
with the actual nature of experience and the 'growth of knowledge'? 
Is such a growth an addition of this and that knowledge? Discuss, 
"If this progress (of experimental science) has demonstrated any- 
thing, it is that there is no such thing as genuine knowledge and fruit- 
ful understanding except as the offspring of doing." (Dewey) 

5. Discuss, " 'Experience' (then) ceases to be empirical and be- 
comes experimental. Reason ceases to be a remote and ideal faculty, 
and signifies all the resources by which activity is made fruitful in 
meaning." (Dewey) "Thought, then, arises within the experience- 
process (whether in the individual or the race) out of activity, and is 
ultimately for the sake of activity." (MacVannel) 

6. Is there the same (apparent, theoretical) dualism in con- 
trasting this and the next world (i. e., activity directed to each,) work 
and leisure, individuality and authority, freedom and control, educa- 
tion for a later period of life and education for itself, now, education 
for personal advantage and education for social activity and welfare? 
Are all these things merely aspects of one and the same process, — 
associated activity in the general environment of a society? 

7. What of the same process in the school, itself? What of 
abstract subject matter, as such; method, as such; preparation for a 
still later preparation, etc. ? What of instrumental and immediate 

53 



values? Of knowledge as organized after acquistion-through-exper- 
ience, and as subject-matter-for-a-(new)-learner? 

8. Recall the discussion on Science and Philosophy. Discuss, 
"Philosophy is (thus) essentially a critique of experience." (Mac- 
Vannel) "Philosophy is thinking what the known demands of us — 
what responsive attitude it exacts." (Dewey) "If we are willing 
to conceive education as the process of forming fundamental disposi- 
tions, intellectual and emotional, toward nature and fellow men, phil- 
osophy may even be defined as the general theory of education." 
(Ibid) 

References. 

I and II. As for Topics I and II, on Experience and Its Organi- 
zation, and The Meaning of Science and of Philosophy. 



54 



D. PHILOSOPHY OF EDUCATION AND SOCIETY. 
Selected References for Section D. 
Alexander T Prussian Elementary Schools 

Baldwin The Individual and Society 

Social and Ethical Interpretations 

The Super-State and the Eternal Values 

Bernard Transition to — Objective — Control 

Betts Social Principles of Education 

Bosanquet Social and International Ideals 

Brown Underlying Principles of Modern Legislation 

Burgess Function of Socialization 

Chapin Education and the Mores 

Clow Principles of Sociology 

Cooley Human Nature and the Social Order 

Social Process 

Social Organization 

Craik The State in Relation to Education 

Cubberley Public School Administration 

Davis Psychological Interpretations of Society 

Dewey Democracy and Education 

Ethical Principles Underlying Education 

School and Society 

Ethics 

Philosophy and the Social Problem 

Administration of Public Education — 

The Social Problem 

The New State 

Democracy at the Crossways 

Social Purpose 



Dewey and Tufts 

Durant 

Dutton and Snedden 

Ellwood 

Follett 

Hearnshaw 

Hetherington 

and Muirhead 
Hobhouse 



Hollister 

Keller 

Kropotkin 

Leary 

Mackenzie 

MacVannel 

Nasmyth 

Ross 

Russell 

Reisner 
Sandiford 
Santayana 
Small 

Sorel 

Tufts 

Wallas 

Walling 

Weyl 

Zenker 



Social Evolution and Political Theory 

Development and Purpose 

Morals in Evolution 

Administration of Education — 

Societal Evolution 

Mutual Aid 

Education and Autocracy in Russia 

Outlines of Social Philosophy 

Philosophy of Education 

Social Progress and the Darwinian Theory 

Social Control 

Why Men Fight 

Proposed Roads to Freedom 

Democracy and Nationalism in Education 

Comparative Education 

Life of Reason, vol. II. 

Significance of Sociology for Ethics 

General Sociology 

Reflections on Violence 

The Individual and His Relation to Society 

The Great Society 

Larger Aspects of Socialism 

The New Democracy 

Anarchism 

55 



56 



XX. EVOLUTION AND SOCIETY. 

1. Summarize the Topics of Section C, on the Individual, justi- 
fying, if possible, the following statements: The evolution of the 
individual is an aspect of the evolution of society, and vice-versa ; 
Mind is a social not an individual product ; Individual variations are 
both the product of evolution and (one of the) agencies for the trans- 
formation of evolution into progress; Thinking is an individual acti- 
vity concerned with social affairs. 

2. What is the meaning of the (Darwinian) terms, variation, 
selection, adaptation, transmission? Give examples of each in the 
general field of biology. What was the method of Darwin in arriving 
at his theory or hypothesis? Is such a method applicable to the social 
( and educational ) field ? 

3. Show the meaning and evolutionary significance of reflexes, 
instincts, emotions, habits, memory, thought, and consciousness. Dis- 
cuss, in this connection, continuity, connections between events, 
crucial, purpose, progress. What is there, if anything, 'back of the 
evolutionary process which 'makes it go'? Is there any evidence 
(theoretic or concrete) of the external creation and insertion of any 
given factor, — say, thought or consciousness ? What significance to 
your answer? 

4. Do both history as well as individual experience show the 
fact of variation in such things as marriage customs, property laws, 
educational theories, etc.? Both in the same country (or locality) 
at different times, and in different localities at the same time? What 
have been the 'causes' of these variations? Is the meaning of varia- 
tion active or passive, or both? Concrete examples of such varia- 
tions ? 

5. Are there limits to the possible variations of a custom or 
institution in a given society at a given period in its career? Is this 
limitation connected with its past history, its present ideals, values, 
interests, etc. ? What about such limitations in the case of amal- 
gamation with another group, or after being conquered by 'outsiders'? 

6. In what sense are educational systems, curriculums, institu- 
tions concerning marriage and property, etc., adaptations? To what 
and for what? Does thought or thinking play any part? Previous 
experience? Still further (future) ideals, values, etc.? Does the 
original nature of man play any part? Would it be possible (or de- 
sirable) for adaptation to proceed purely in terms of thought? What 
are the criteria of successful adaptation in the biological world, — 
in the human, — in the social-human? 

7. What are the mutual relationships between adaptation and 
selection? What are the factors of selection in human (social) af- 

57 



fairs? Discuss war, conquest, the church, autocracy, policing, etc. 
What better elements can be substituted? What of transmission? 
What is the function of the school as an agency of selection, adapta- 
tion and transmission ? What connection with the fact of variation ? 



References. 

I. Davis, chaps. V, XI, XII; Small (2), part VI; Cooley (2), 
chaps. IV, V, XXVIII, XXIX; Ellwood, chap. Ill; Hetherington 
and Muirhead, chap. II; Hobhouse (1), chaps. II to V, and VII, (2) 
part I, chaps. X, XI; Keller, Introduction, chaps. I to V, and through- 
out; Mackenzie, book I, chaps. II, III; Kropotkin, chaps. I to III, 
and throughout; Brown, chap. IV; Nasmyth, parts I and II. 

II. Bosanquet ; Burgess; MacVannel ; Ross; Durant; Small 
(1); Santayana ; Tufts; Walling; Wallas. 



58 



XXI. SOCIAL CONTROL AND SOCIALIZATION. 

1. In what sense is there a 'problem of social control'? Is it the 
same as the 'problem of socialization'? Does the mere operation of 
the evolutionary process through the differential action of its (four) 
factors itself bring about control? What kind, and with reference 
to what standards, etc.? Is the process of control itself open to evolu- 
tion? (Compare Topic XX.) 

2. Is society, in any of its aspects, actually uncontrolled? What 
(many?) different competing agencies for control do you find in pre- 
sent society? Do they co-operate, have they common interests, pur- 
poses, values, etc. ? What, in this connection are 'business interests', 
'political interests', etc.? Do these (non co-operative) efforts at con- 
trol make for progress? Discuss again, in this connection, the mean- 
ing of the self. 

3. Arrange the several competing agencies for social control in 
a system or table, showing their comparative or relative efficiency, 
'thought fulness', traditional bases, connection with other agencies, 
activity, growth or decay, degree of organization, connection with the 
(psychological) original nature of man, size of the field they reach, 
etc., etc. 

4. What of the theory that there is no need of social control, 
i. e., the 'go as you please' theory? What does this imply for higher 
values, for common interests, for society and therefore ( immediately 
or eventually?) for the individual? What of Anarchism in this con- 
nection ? 

5. Has any system or method of social control used all the 
factors involved? Discuss, in this connection, original nature, his- 
torical knowledge, (a system of) ideals, values and interest, concep- 
tion of progress, the nature of the self. Could control become a me- 
thod of 'arranging' situations in terms of the above factors so that 
the correct response would follow ? What of habit in this connec- 
tion, rules and regulations, idea-motor activity, imitation? 

6. Discuss the significance of public opinion as a means of 
social control. Is it adequate, uniform, progressive, scientific, in- 
clusive? What bases, if any, in original nature? Discuss the signi- 
ficance and the problem of minorities in this connection. What does 
public opinion, historically, represent? Does it change; how, and 
under what conditions? 

7. Discuss the significance of law as a factor of social control. 
Its characteristics, as above. Discuss the meaning of revenge, repres- 
sion, fear, justice, reform, etc., in this connection. Does law build 
on original nature, look to the future? Should law reward 'good' 
conduct as well as punish 'bad'? How does and how should law 

59 



grade the offences against it? Discuss, again, minorities. Is law 
essentially static? In both bases and methods? 

8. Discuss, in the same manner, religion, suggestion, language, 
art. Is religion a 'social' means of control? Ethics, morality? What 
good and bad factors in suggestion? Does using the same language 
lmpl} having the same purposes? Discuss, — Art is a medium of social 
communication resulting in the sharing of emotions, feeling and at- 
titudes, and leading, (sometimes), to shared activity on these bases. 
Sum up the discussion of control, showing defects in the agencies thus 
far considered. 



References. 

I and II. As for Topic XX and Bernard; Cooley (3) (1) 
Dewey (3) ; Russell (1 ) ; Bentley; Chapin. 



60 



XXII. THE SCHOOL AS AN AGENCY OF DYNAMIC 
CONTROL. 

1. Are there, in a sense, two kinds of control, — control to a stand- 
ard and control for a- purpose, — a static and a dynamic control? Dis- 
cuss the further differences involved in the bases (psychological and 
historical) of each, the conception of society implied in each, the nature 
of the self, etc. 

2. Find instances, if possible, of each type of control in the his- 
tory of the school. (See Topic XII.) Is the school, (actually?, po- 
tentially?), the most efficient agency for social control? Discuss the 
factors of organization, efficiency, historical and psychological bases, 
values desired, conception of society and the individual, purpose (s), 
co-operation with or antagonism to other agencies of social control, 
etc. (See Section E.) 

3. Discuss, "Each increment of social interference should bring 
more benefit to persons as members of society than it entails inconven- 
ience to persons as individuals. — Social interference should not lightly 
excite against itself the passion for Liberty. — Social interference should 
respect the sentiments that are the support of natural order. — Social 
interference should not be so paternal as to check the self-extinction 
of the morally ill-constituted. — Social interference should not so limit 
the struggle for existence as to nullify the selective pi-ocess." (Ross) 

4. What implications for the nature of self and society in the 
first sentence of the above question? What type of selective process 
and what standards are implied in the last sentence of that question? 
Is the emphasis on present conformity (forced) to a system of social 
activity or on a progressive adaptation (thoughtful) to a foreseen 
value? How would you bring into line with previous discussions? 

5. Discuss Ross' division of the instruments of control into (a), 
ethical and (b) political. What of his classification of education as un- 
der 'b'? Discuss the relative value of the different means of control 
in the presence of a homogeneous as opposed to a heterogeneous pop- 
ulation, uniform culture as opposed to class cultures, great economic 
differences as opposed to small, etc. 

6. Recall the discussion on the unity of experience. (Topic XXI.) 
Was that discussion primarily psychological or historical ? What can 
you say of the unity of experience in an historical sense? Is it a fact 
that certain ages achieved a greater actual unity in their organization of 
society and experience ? Which ages ? Can you find any fundamental 
reasons for this? Was it, in any sense, the result of their philosophy? 

7. What of the present age in this respect? Are we living a uni- 
fied integrated life in a unified (single) field of experience? Does this 
contradict, in any sense, the conclusions of Topic XXI? Does the 

61 



present discussion account both for the diversity of control and its 
inefficiency? What can the school do with reference to all these mat- 
ters? Has the school ever been a center of control; a unifying ele- 
ment in the experience process ; a (social) method for the interpretation 
and control of all experience? What is possible in this connection? 



References, 

T. and II. As for Topics XX and XXI and Betts; Craik ; Cubber- 
ley ; Hollister; Dutton and Snedden ; Reisner; Hetherington and Muir- 
head, part II. , chap. X ; Mackenzie, book II. , chap. II ; Dewey (3) (2) 
and (1), chaps. 1 to X, and throughout. 



62 



XXIII. INSTITUTIONS AND THEIR SIGNIFICANCE. 

1. Discuss, "An institution is simply a definite and established 

phase of the public mind, . — often seeming, on account of its 

permanence and the visible customs and symbols in which it is clothed, 
to have a somewhat distinct and independent existence." (Cooley) 
What is the 'social inheritance' ; how much of your activity is directly 
or indirectly concerned with it? 

2. Connect the discussion of Topic I, Experience and Its Organ- 
ization, with the present subject. Discuss, 'Institutions are crystallized 
experience.' Discuss, also, in this connection, the Self, Topics XVII 
and XVIII. In what sense do institutions represent a (current or his- 
torical) conception of the self? What of Topics XX and XXI? Any 
other connections? In what sense is an institution a point of converg- 
ence and of departure? Discuss, here, the subject of variation, selec- 
tion, etc. 

3. Do institutions exemplify, again, the apparent disunitv of ex- 
perience? In what sense (real or ideal) could they show the funda- 
mental unity of all experience? What (separate) institutions are prom- 
inent in Western civilization? Which are most dynamic, most subject 
to change, most influential, most in line with progress, most co-opera- 
tive, most (fundamentallv) necessary for the continuance of society? 
Draw up a scheme of possible relationships and co-operation of several 
of the present institutions. Co-operative to what? Do any institu- 
tions 'stand alone'? What connections with Social Control, Topic 
XXI? 

4. Discuss, " institutions are not separable entities; but rather 

phases of a common and at least partly homogeneous body of thought. 

: they are the 'apperceptive systems' or organized attitudes of the 

public mind. ." (Cooley) What is the present situation with ref- 
erence to institutions? Is the school, the family, the state, etc., an ob- 
ject of present thought, of efforts at reconstruction? Will one change 
for the better (progress) without the other? 

5. What is the relation of original nature to a given institution ; 
to its reconstruction ? May institutions 'get out of relation' to original 
nature? Is original nature the only basis for an institution? \\ nat 
of aims, values and interest, shared activity, etc. ? In what sense are 
'bad' institutions the result or the product of an incorrect analysis of 
experience, of incorrect projection of that experience in the 'form of in- 
consequential aims, values, etc.? Discuss, "A man is no man at all 
if he is merely a piece of an institution; he must stand also for human 
nature, for the instinctive, the plastic and the ideal." (Cooley) 

6. What implications for different aspects of the general sub- 
ject, already discussed, in the following: "The slowness of an insti- 
tution is compensated by its capacity for age-long cumulative growth, 

63 



and in this way it may outstrip, even morally, the ordinary achievements 

of individuals . Individuality, provided it be in harness, 

is the life of institutions, all vigor and adaptability depending upon 
it." (Cooley) 

7. Discuss the implications of all the above for educational the- 
ory. What is the relation of the school to family, church, industry, state, 
property, etc. ? What implications for curriculum, methods, results, 

knowledge, teachers, aims, values, ideals, etc.? Discuss, " the 

measure of the worth of any social institution, , is its effect in 

enlarging and improving experience; " (Dewey) 



References. 

I. and 11. As for XX to XXII and Dewey and Tufts, part 111; 
Mackenzie, parts 11 and III; Hetherington and Muirhead, part li; 
Brown ; Prologue, and chaps. I, II; Weyl. 



64 



XXIV. MORALITY AS A TYPE OF CONDUCT. 

1. Is all conduct or behavior moral? If it involves others? If 
it has been 'voluntarily' done? If it manifests 'character'? Give ex- 
amples. Is it a question of values, of aims? Of comparison and selec- 
tion of such aims or values? Discuss, showing implications, "Conduct 
as moral may be defined as activity called forth and directed by ideas 
of value or worth where the values concerned are so mutually incom- 
patible as to require consideration and selection before an overt action 
is entered upon." (Dewey) 

2. Discuss activity based (purely) on original nature, on habit 
and training, on thought, on compulsion, etc., in this connection. Is 
early primitive group conduct moral in the same sense as that taken 
in the quotation of question 1 ? In what sense does conduct based 
on, (a) instinct and fundamental needs, (b) standards of society 
followed largely through habit, (c) reflection, social criticism and 
merging of self-interests with those of society, represent a progressive 
rise in the level and worthiness of conduct? (Tufts) 

3. What, in Sumner's sense of the term, are the 'mores'? To 
which of the above levels do they belong? What of our present insti- 
tutions from this point of view? Discuss, "Each individual is born 
into them (the mores) as he is born into the atmosphere, and he does 

not reflect on them, or criticise them . Each one is subjected 

to the influence of the mores, and formed by them, before he is capable 

of reasoning about them. They have nothing to do with what 

ought to be, will be, may be, or once was, if it is not now." (Sumner) 

4. Is the advance from level 'b' to 'c' of question 2, in a sense, 
the occasion of (some of the) dualism (s) in modern thought, i. e., the 
opposition of group and individual, progress and order, habit and ideals, 
authority and freedom, etc. (Recall Topics XVII and XVIII) What 
is the significance of the separation of 'conduct' and 'character,' 'mo- 
tive' and 'consequences'? Recall, again, discussion on the unity of 
(all) experience. (Topic XIX) In what sense do the theories of 
'utilitarianism' (in morality) and the 'good will' (of Kant) represent 
opposite extremes? 

5. Discuss. "Probably there is no antithesis more often set up 
in moral discussion than that between acting from 'principle' and from 
'interest.'" (Dewey) What conclusions are drawn from each of the 
above hypotheses, and what errors in the analysis of the self and its 
relations are involved ? 

6. Does knowledge of the 'good' or the moral involve consequent 
action in conformity with it? Whence comes our knowledge of good 
or moral? Are there two senses of the word 'knowledge' here? Dis- 
cuss, " it is knowledge gained at first hand through the exigen- 
cies of experience which affects conduct in significant ways." (Dewey) 

65 



What deductions for the 'teaching' of morals in the school, for lec- 
tures 'about' morals, for the concrete organization of school life and 
activity? 

7. Sum up the discussion on morality as a type of conduct. Dis- 
cuss, " morals are as broad as acts which concern our relation- 
ships with others. And potentially this includes all our acts, even 
though their social bearing may not be thought of at the time of per- 
formance. The moral and the social quality of conduct are, in 

the last analysis, identical with each other." (Dewey) 



References. 

I. and II. As for Topics XX to XXIII and Dewey and Tufts, 
parts I and II; Dewey (1), chaps. XXIV to XXVI; Baldwin (1) 
(2) (3). 



66 



XXV. SOCIETY AND THE STATE. 

1. Distinguish such terms as, — community, (a) people, country, 
race, nation (ality), government, state, society. In what sense is the 
state the most inclusive of all institutions? Is the state synonymous 
with society? List what characteristic differences you find. Is the 
state 'natural'? What process(es) brought it about? Are there dif- 
ferent 'forms' of the state? Is the state the mere summation of other 
institutions ? 

2. Does the state, in any sense, (actual or idea) unify all (so- 
cial) experience? Is it a 'compulsory' mode of association? What 
implications? Does it allow for (individual) variations, experimenta- 
tion, progress? Discuss the state as, — (a) a superpersonal entity, (b) 
an impersonal power, (c) a mechanism for the carrying out of aims 
and purposes, social or personal, (d) a natural mode of association 
with specific functions and value. 

3. Discuss the state in connection with, (a) morality, (b) social 
control, (c) as a source of aims, values, etc., (d) a court of appeal, (e) 
as a crystallization of the past. Is the state a necessary institution 
for modern society? Will it always be so? What opposing opinions 
in this matter? 

4. Discuss, in connection with the apparent opposition of the in- 
dividual and the state, — ' : this antithesis between the rights of the 

individual and the welfare of the state, between liberty as such and re- 
straint as such, appears to be a false antithesis." (Hobhouse) What 

is the meaning of 'liberty as such'? Discuss, "There are, , no 

absolutists of liberty; — The goal is never liberty, but liberty 
for something or other. For liberty is a condition under which activ- 
ity takes place, ." (Lippman) 

5. \\ nat, then, might be stated as the function of the state, from 
the above point of view ? What activities might the state require, per- 
mit, encourage? What, if anything, is to control and direct the state? 
What methods, historically, have been used? Discuss, again, the ques- 
tion of variations. What, in connection with the state, is the problem 
of minorities? What other associated problems are involved? What 
of the function of thought? 

6. In what several ways is the modern state essentially different 
from that of the Greek cities of the 5th century B. C. ? In what sense 
might Ihe latter be called a 'positive' state? Discuss, " in fifth- 
century Athens, the State was the living and palpable center of all 
human interest, and every social activity was a form of political life." 
( Hetherington) What have been the causes of the change in the 
modern state? What present influences of this earlier state? 

7. What is the connection of the state and education? Are the 
purposes of the state and the school the same? Does this imply that 

67 



the school is an instrument of the state? Should the state dictate edu- 
cational aims and values, methods and curriculum? The formulation 
01 an educational theory? If the school, through its experts, decides 
these matters, what implication for the state? Discuss the relations of 
state and school in Germany and Russia. 

8. What of compulsory education, private schools, the age for 
compulsory education, types and grades of education, fees, training 
of teachers, administration of schools, taxes in connection with educa- 
tion, education for 'citizenship,' vocational education, etc , etc., from 
the point of view developed here? 



References. 

I. and II. As for Topics XX to XXIV, and Alexander; Leary. 
See a^so Topics I, II and XIX. 



68 



XXVI. DEMOCRACY AND ITS CRITICS. 

1. Discuss democracy as, (a) a form of government, (b) a form 
of state, (c) a type of society. Which is prior, which most import- 
ant? Does any one of the forms necessarily imply the other (s) ? Give 
examples (historical) of a, b and c. Discuss the meaning of rep- 
resentation (political) and show some of its implications. What lim- 
itations to each of the forms above ? 

2. Is democracy merely an ideal, a Utopia? Discuss the impli- 
cations in this connection for aims, values, original nature, the self, etc. 
Is democracy a goal to be attained, or an activity to be shared ? Discuss, 
"Democracy is primarily a mode of associated living, of con- 
joint communicated experience." (Dewey) Compare Topic VI, Im- 
plications of a Theory of Education. 

3. Discuss, "A democratic society is merely one in which the 
principle of equality is strong, and in which the principle of equality 
prevails." (Hearnshaw) "The essence of democracy is the equality 
of men's material and social conditions." (Crozier) " there ex- 
ists a general equality of rights, and a similarity of conditions, of 
thoughts, of sentiments, and of ideals." (Dicey) What is the appar- 
ent meaning of 'equality,' 'rights,' 'conditions,' and their implications? 

4. Discuss, as presuppositions or "postulates of (political) de- 
mocracy," the following; "(a) the fundamental honesty of men in 
general, (b) the practical common sense of men in general, (c) the 
solidarity of the community, (d) the existence of a general will." 
(Hearnshaw) On what do these factors depend? Is it a matter of 
original nature, learning, the operation of an educational theory and 
practice, the existence of common habits, knowledge and attitudes, or 
what ? 

5. Discuss, as 'defects of (political) democracy,' the following: 
(a) failure to secure competent leaders, (b) failure to lay down sound 
lines of procedure, (c) excessive interference in detail by the elector- 
ate, (d) insubordination and anarchy, (e) corruption. (See Hearn- 
shaw) Examine as for question 4. Is the whole problem a matter 
of a better conception of education, a better analysis of experience, a 
greater sharing of activity, a greater community of thought and expe- 
rience ? 

6. Discuss, with reference to aims and values, the nature of ex- 
perience, the unity of experience, the relationship of society and its 
inter-associated members, etc., the platforms of such current criticisms 
of democracy as syndicalism, (the role of instinct, violence, etc.) (So- 
rel), anarchism, (the magnification of individualistic aspects of experi- 
ence) (Zenker), Bolshevism, (with exaggerated emphasis on economic 
aspects of experience, and class struggle) (Lenin), Prussianism, (with 
its stratification of society, and imposed aims and values) (Russia, 
Germany). 

69 



7. Discuss, " in the degree in which society has become 

democratic, social organization means utilization of the specific and 

variable qualities of individuals, ■ — " (Dewey) Discuss democracy 

in connection with the (ideal?) movement toward a world-society. 
What would this presuppose and imply? Discuss, "The emphasis must 
be put upon whatever binds people together in co-operative human 
pursuits and results, apart from geographical limitations." (Dewey) 



References. 

I. and II. As for Topics XX to XXV and Sorel ; Zenker; Rus- 
sell (2) ; Hearnshaw, chaps. I to III, IX to XI, and throughout; Weyl, 
book II; Dewey (1). chap. VII. and throughout. 



70 



E. PHILOSOPHY OF EDUCATION AND THE SCHOOL. 



Bagley 



Betts 
Bloomfield 



Carlton 

Chapin 

Clow 

Colvin 

Coover 

Curtis 

Dewey 



Flexner 

Heck 

Henderson E N 

Hollingsworth 

Kilpartick 

King 



Kirkpatrick 
Lee 

Mayo-Smith 
McMurray 

MacVannel 
Monroe P 
Monroe W S 
Monroe, etc., 
Moore 
Norsworthy and 

Whitley 
Rowe 

Rugg 

Sandiford 
Snedden 



Starch 
Strayer and 

Norsworthy 
Tead 
Terman 
Thorndike 
Woodworth 



Selected References for Section E. 

School Discipline 

The Educative Process 

Social Principles of Education 

Vocational Guidance of Youth 

Readings in Vocational Guidance 

Education and Industrial Evolution 

Education and the Mores 

Principles of Sociology, etc. 

The Learning Process , 

Formal Discipline 

Education Through Play 

Democracy and Education 

School and Society 

The Child and the Curriculum 

Ethical Principles Underlying Education 

A Modern School 

Mental Discipline and Educational Values 

Principles of Education 

Vocational Psychology 

The Project Method 

Education for Social Efficiency 

Social Aspects of Education 

The Individual in the Making 

Play in Education 

Statistics and Sociology 

Elements of General Method 

Method of the Recitation 

Philosophy of Education 

Principles of Secondary Education 

Measuring the Results of Teaching 

Educational Tests and Measurements 

What Is Education? 

Psychology of Childhood 

Habit Formation and — Teaching 

Statistical Methods Applied to Education 

Comparative Education 

Vocational Education 

Educational Sociology 

Educational Measurements 

How to Teach 

The Instincts in Industry 
The Measurement of Intelligence 
Educational Psychology (Briefer Course) 
Dynamic Psychology 



(For additional readings on Measurements and for titles on Ad- 
ministration, and on the teaching of the various subjects of the cur- 
riculum, see general Bibliography.) 

71 



n 



XXVII. EXPERIENCE AND THE SCHOOL: I; LEARNING 

AND LIVING. 

1. Summarize, with immediate reference to the school, the con" 
elusions concerning experience and its organization, (Topics I and II), 
the meaning of education and its (theoretical) implications, (Topics 
III to VII), the nature and criteria of progress, (Topics VIII to XII), 
the original and acquired nature of man, (Topics XIII to XIX), and 
the nature (democratic) of the correlated activity of the individual and 
society, (Topics XX to XXVI). Make as brief a statement of the 
facts, theories and problems involved as possible. 

2. In what sense is the opposition of 'school' and 'life' an ex- 
ample of (a false) dualism in the analysis of experience or in the pres- 
ent structure of society? Has this opposition always been present in 
(the history of) education? Accepting the above dualism, would so- 
called 'life,' as at present constituted, fittingly educate a member of 
society; would the 'school' do so? What does this imply as to the 
meaning of school, education, life? 

3. Show the relation of the so-called 'complexity' of modern 
life, of the endless division and sub-division of labor, of the growth in 
size of communities, the differentiation of centers of production and 
consumption (city and country), the over-valuation of 'book-learning' 
(second-hand experience), the distinction (forced?) between play 
and work in the life of the child, the idea of discipline and 'training' 
subjects, etc., etc., to the problem of question 2. 

4. Contrast early American Colonial life with present society, 
and show the relatively different values of 'school' and 'life' for the 
purpose of an education in each of them. What of original nature, 
shared activity (having significance), aims, motives, ideals, values, etc , 
in each case? Discuss. "No number of object-lessons, got up as object- 
lessons for the sake of giving information, can afford even the shadow 
of a substitute for acquaintance with the plants and animals of the 
farm and garden acquired through actual living among them and car- 
ing for them." (Dewey) 

5. In what sense is the school (necessarily?) a 'selected' environ- 
ment ? Can or should the school be a miniature society as like the 'out- 
side' world as possible? If 'selected,' what is the basis for deciding 
to include or omit a given experience, situation, or activity? (See also 
Topic XXVIII.) Is the school environment more 'condensed,' more 
'organized,' 'richer?' Give examples to justify your answer. 

6. In what (restricted) sense is education a matter of mutual 
relationships in the 'school' between the teacher, the child and the 
subject matter? Which has been, which should be, the 'center of grav- 
ity' of the whole process? Give examples, involving all three of the 
above elements and showing the different possible results, methods, 

73 



etc., implied. (Recall discussion on the unity of experience.) What 
of family life in this connection? The hours of (free) play? 

7. Discuss, "Hence the need of a school. In this school the life 
of the child becomes the all-controlling aim. All the media necessary 
to further the growth of the child center there. Learning? certainly, 
but living primarily, and learning through and in relation to this liv- 
ing." (Dewey) Give examples of this 'living-learning' process. 



References 

I. As for the Topics listed in question 1, and as follows: Dewey 
(1), chaps. IX, XIX to XXI and XXIV; (2), chaps. I and II; (3) and 
( 4 ) , throughout ; Flexner, throughout ; Henderson, chaps. XXV to 
XXVIII; MacVannel, chaps. VI to XI; Chapin, throughout; Sned- 
den (2), part I. 

II. As for Topics of question 1, and as follows: Betts ; Carlton; 
King (1) (2); Monroe P; Kirkpatrick; Clow; Moore; Sandiford; 
Strayer and Norsworthy. 



74 



XXVIII. EXPERIENCE AND THE SCHOOL: II; THE RECI- 
TATION. 

1. What is the usual significance of the term 'recitation?' What 
has been the usual standard of a 'good' recitation? To whom has 
the recitation been, usually, directed, and with what aims on the part 
of the student? In what ways has the recitation been changed; every- 
where; in all subjects? 

2. In what sense is the class-room a society? How would you 
arrange matters to bring out its social nature? What of shared ac- 
tivity, original nature, the process of the development of the self, the 
acquisition of language habits, the utilization of abilities and knowl- 
edge, reward for ability, etc., etc., in this connection? Is the class- 
room, also, a democratic society? What implications? 

3. Discuss the writing of compositions, reading, the study of his- 
tory and geography, science, the acquisition and use of mathematics, 
manual subjects, occupations, the classics, etc., from the point of view 
of the social recitation. Outline, roughly, the content of each of these 
subjects, the purpose (immediate and instrumental) which they are to 
serve, the conduct of the lesson hour ('recitation'), the relative activity 
of class and individual student, the function of the teacher, the method 
of grading or marking, etc. (See also following Topics) 

4. Recall, again, Topics on the nature of experience. In what 
sense is present experience (in part) a process of meeting and solving 
difficulties that have significance with reference both to past experi- 
ences and present aims and purposes? In solving such felt and sig- 
nificant difficulties, i. e., in bringing about foreseen and desirable changes 
in experience, what is the normal process ? Show the steps by which 
you solve an actual concrete difficulty in normal (social) life. Is (all) 
your pertinent material gathered for you, the aims and purposes im- 
posed on you ? 

5. Discuss the 'problem' method, and the 'project' method. (See 
Kilpatrick) Whence are to come the 'projects'; how are they to be 
organized, controlled ; how far are they to be pursued ; what will they 
demand of school arrangements and customs ; what about text-books, 
courses of study, grading, promotion, etc. ; what kinds of material will 
be needed in school ; what about 'separate' studies ; the transition from 
the present standards; the function of the teacher, etc.? Outline some 
projects in the various (present) subjects of the curriculum. 

6. Discuss, again, in this connection, the opposition between 'do- 
ing' and 'knowing,' 'body' and 'mind.' (See Topic XIX) Discuss, 
"Experience is primarily an active-passive affair ; it is not primarily 
cognitive. (But) the measure of the value of an experience lies in the 
perception of relationships or continuities to which it leads up. It in- 
cludes cognition in the degree in which it is cumulative or amounts to 

75 



something, or has meaning." (Dewey) What have been the results 
in educational practice (schoolroom procedure) through lack of un- 
derstanding of the above? 

7. Does the above mean that experience is (all or primarily) a 
motor (overt) matter? Has thinking and thought ho place in all ed- 
ucation? Discuss, "Thought or reflection, , is the discernment 

of the relation between what we try to do and what happens in conse- 
quence, o experience having a meaning is possible without some ele- 
ment of thought. — - It (thinking) makes it possible to act with 
an end in view." (Dewey) 



References 

I. and II. As for Topic XXVII and as follows: Colvin; Coover: 
Kilpatrick; McMurray (1) (2); Thorndike; Woodworth; Norsworthy 
and Whitley. 



76 



XXIX. EXPERIENCE AND THE SCHOOL: III; MORALITY. 

1. Recall the discussion of Topic XXIV, on Morality. What 
were the general conclusions there reached as to its nature and its con- 
nection with the school? Discuss, "It is clear that there cannot be 

two sets of ethical principles, , one for life in the school, and 

the other for life outside of the school. As conduct is one, the prin- 
ciples of conduct are one also." (Dewey) 

2. How differentiate between conduct, psychologically consid- 
ered, and socially considered? What different points (s) of view in- 
volved? What implications of each for the school? Discuss, "It is 

not the mere individual as an individual who ■ — ■ establishes the 

final end, or furnishes the final standards of worth. But when we come 
to the question of how the individual is to meet the moral demands, 
of how he is to realize the values within himself, the question is one 
which concerns the individual as an agent." (ibid) 

3. In view of the conclusions on imitation and ideo-motor action, 
(Topic XV) what are the implications of questions 1 and 2 for the 
school and class-room procedure? Discuss, "Excepting in so far as 
the school is an embryonic yet typical community life, moral training 
must be partly pathological and partly formal." (ibid) Should t^ere, 
then, be the same (psychological) motive for conduct in the school, 
and the same (social) standard of judgment? What of the reward 
(and punishment?) of school conduct? What of the process or ma- 
chinery of judgment? 

4. Discuss from the point of view of ('moral') conduct, — the 
recitation, (See Topics XXVII and XVIII). play, games, teams (de- 
bating, athletics, etc.), 'marks,' approval and disapproval (both by the 
teacher and the class), punishment, etc. Discuss, " it is neces- 
sary that the child should graduallv grow out of this relatively external 
motive, into an appreciation of the social value of what he has to do 

for its own sake, and because of its relations to life as a whole, ." 

(ibid) 

5. From the point of view of the present discussion, outline, 
briefly, a 'recitation' in the several subjects of the present curriculum, 
bringing out the moral 'principles' involved. What would you expect 
a child (or a high-school student) to learn from history, geography, 
mathematics, languages (modern and ancient), manual work, draw- 
ing, English, etc., that would function in significant (social) conduct? 
Would any of the so-called 'virtues' be a product? Should mathe- 
matics carry a 'moral' of 'honesty,' history a 'moral' of perseverance 
or patriotism ? 

6. Discuss the "moral trinity of the school. The demand is for 
social intelligence, social power, and social interests. Our resources 
are (1) the life of the school as a social institution in itself; (2) meth- 

77 



ods of learning and of doing work; and (3) the school studies or cur- 
riculum." (ibid) Connect with the previous discussion on original 
human nature and on institutions. (Topics XIII and XXIII) Discuss, 
"The fundamental bond of social life is, then, none other than morality, 
which consists essentially in the presence of some phase of the social 

purpose as a moving ideal before the individual mind; ." (Mac- 

Vannel) 

References 

I. and II. As for Topics XXVII and XXVIII. Also, Dewey (1), 
chap. XXVI ; Henderson, chap. XVIII. 



78 



XXX. EXPERIENCE AND THE SCHOOL: [V; METHOD 

AND DISCIPLINE. . 

1. Did question 5 of Topic XXVIII discuss the subject of meth- 
od in all its aspects? Was Topic XXIX, on Morality, in any sense, a 
discussion on method? Is morality a 'method' of living? Does the 
school 'teach' it? In what sense may the school be expected to develop 
not only a (general) method of living, but also a (general?) method of 
thinking, of meeting new experiences, of reacting to new situations? 
Has 'method' in the schoolroom any relation to a 'way of living' in 
society? What of Democracy as well as morality? 

2. Discuss, "If we conceive activities as ranging on a scale horn 
those performed under dire compulsion up to those into which one 
puts his 'whole heart,' the argument (herein made) restricts the term 

'project' or purposeful act to the upper portions of the scale. 

the resulting concept demands, generally speaking, the social 

situation both for its practical working and for the comparative valua- 
tion of proffered projects." ( Kilpatrick ) 

3. Sum up the results of previous discussions relative to the fol- 
lowing: The conception ) of a 'project' unifies a number of "import- 
ant related aspects of the educative process. Such a concept, . 

must emphasize the factor of action, preferably whole-hearted 

vigorous activity. It must at the same time provide a place for the 
adequate utilization of the laws of learning, and no less for the essen- 
tial elements of the ethical quality of conduct. The last named looks 
of course to the social situation as well as to the individual attitude. 

Along with these should go, — . the important generalization that 

education is life so easy to say and so hard to delimit." ( Kil- 
patrick) 

4. Does the above and its implications connect 'method in the 
school' and a 'way of associated living' in the life of society in its larg- 
est sense? Show the connection with the discussion on Democracy 
and on Morality. (Topics XXVI and XXIX) Do we make and 
carry out projects' (as above) in normal democratic society? Arc all 
our actions such? Could they be? What of institutions in this con- 
nection? Discuss the different 'Types' of project, in school and out. 

5. What does Kilpatrick mean by 'associate' and 'concomitant' 
responses? Show the relation of the laws of learning to these re- 
sponses. What of the 'heartiness' or 'wholeheartedness 5 in this connec- 
tion ? Discuss, "Any activity beyond the barest physical wants 

which does not (thus) 'lead on' becomes in time stale and flat. 

Such 'leading on' means that the individual has been modified so that 
he sees what before he did not see or does what before he could not 
do. But this is exactlv to say that the activity has had an educational 
effect." (Kilpatrick)' 

79 



6. What, in contrast to the above, is the theory of 'formal disci- 
pline?' Is the above 'formal?' Does it 'carry over' to other than the 
material of original practice and acquaintanceship? What of the unity 
of experience in this connection and the discussion on thought and 
thinking? Discuss, "But the theory in question (formal discipline) 

takes, as it were, a short cut ; it regards some powers as the 

direct aims of instruction, and not simply as the results of growth." 
(Dewey) What are the so-called 'powers' of the mind and what does 
such an (dualistic) analysis of experience imply for the psychology on 
which it is based? Does 'formal discipline' separate method and sub- 
ject matter? Does the concept of the project? Has formal discipline 
a social value; a democratic significance? 



References 

1. and 11. \s for Topics XXVI] and XXVIII. Also, Dewey 
(1 I, chaps. XI to XIV, XXII, XXV and XXVI. 



80 



XXXI. PROPORTIONED VALUES AND INTERESTS. 

1. Recall the discussion on original nature, original satisfiers and 
annoyers, the learning process, the growth of the self, aims, values 
and interest(s), etc. Are all interests and values native; based, funda- 
mentally, on original nature; due to the learning process; acquired 
with the growth of the self; mutually complementary, interactive or 
antagonistic; capable of substitution, modification, blending; socially 
valuable; capable of subsequent (associated) development and constant 
growth; etc.? Give examples for each answer. Discuss, again, the 
laws of readiness, exercise and effect; multiple response, secondary 
(neural) connections, associative shifting, etc. 

2. Do all individuals have the same (native) interests; acquire 
the same (social) interests through the learning process and the growth 
of the self? Is it (socially) desirable that all have the same interests; 
that all have certain interests in common? Which interests should be 
shared ; which should represent variation ? What part should the 
school play in this, and how? What do shared (universal) interests 
lead to; what do the special (individualistic?) interests lead to? Make 
out a schedule of common interests, i. e.. show how the fabric of so- 
ciety depends on the shared activity due to certain shared interests 
and values. (Compare preceding Topic) 

3. Does the curriculum, as at present organized, endeavor to cre- 
ate or foster many values and interests ; to develop special abilities due 
to special interests and variations in original nature? Does the cur- 
riculum endeavor to give proportionate value to such interests as it does 
give attention to? Does this discussion again raise the question of the 
meaning- and implications of education and educational theory? (See 
Topics III and IV) 

4. Recall, again, the summary of educational history. Topic XII. 
Discuss, in the present connection, the ideals of spiritual culture (Mid- 
dle Ages), aristocratic-class-aesthetic culture (Renaissance), universal 
knowledge, (Renaissance and later), discipline (18th century), self- 
realization (the Enlightenment), efficiency, harmony, science, etc. (19th 
century). In what sense did the Periclean Period (500 P». C.) offer a 
better conception of education ? In what sense was there a greater di- 
versity of interests as well as a greater unification of interests? 

5. Do proportioned interests mean merely a certain emphasis 
on one interest plus a different emphasis on another, and so on ? What 
is the guiding principle both for the inclusion of an interest in educa- 
tional theory, as well as for its proportion? Are (all?) interests mu- 
tually antagonistic, etc.? (See questions 1 and 2, above) Are in- 
terests and value merely for immediate satisfaction? Recall, again, 
discussion on instrumental and immediate values. (Topic VI) 

6. Discuss, in the light of the above, the meaning and significant 
value of play, art, leisure, creative activity, appreciation of art, cul- 

81 



ture, etc. Is there a need of creating interest in these, in the sense of 
making it possible to adequately and fruitfully 'enjoy' them, i. e., ac- 
tively share in them? What can the school do in this matter? Is it 
a matter of presenting 'knowledge about them?' 



References 

I. and II. As for Topics of question 1, and as follows: Dewey 
( 1 ), chaps. X and XXIII ; Henderson, chaps. 1 and XVIII; Monroe 
P; Chapin; Clow; Moore. 



82 



XXXII. THE STUDY OF MAN AND THE STUDY OF NA- 
TURE : I ; THEIR UNITY 

1. Sum up, briefly, Topics XXII to XXXI, as a background for 
a consideration of (some of) the subjects of the curriculum. Show, 
again, the relation of such aspects of experience as the 'practical' and 
the 'theoretical' (or intellectual), the 'physical' and the 'social' studies, 
etc. What of the above title, and its implications for the curriculum? 
Are 'man' and 'nature' two different things that when added make ex- 
perience ; that merely 'touch' at selected points? What are, historical- 
ly, (some of) the causes of this implied opposition? 

2. From the point of view of the concept of evolution (Topic 
IX), what can be said of the opposition of man and nature? In what 
sense does a change or variation in either mean also a change in the 
other? In what sense does a study of either man or nature mean mere- 
ly a study of certain aspects or portions of experience with the inten- 
tion of thereby bringing about certain desired ends or aims? In what 
sense is the study of nature the study of conditions for the realization 
of aims, the study of man that of the aims, values and interests, them" 
selves? Is the study of nature in and for itself, or has it merely 'in- 
strumental' value ? 

3. Can each subject of the present school curriculum be explained 
or valued as the treatment of some aspect of the total field of (social) 
experience? Does the (present) school treatment of each such sub- 
ject show its fundamental relationships to each other subject and to 
experience as a significant unity? Is this possible? What implied 
changes in teaching, curriculum making, training of teachers, appor- 
tionment of time, etc., etc. ? 

4. Does the phrase 'man and nature' cover all (school) subject 
matter? All experience(s) both in and out of the school? Accepting 
these two words as a working basis for the analysis of experience, 
what (school) subjects would be subsumed under each division? Where 
would 'cross-references' be most numerous, most important? What 
would be the nature of the 'texts' used, the activities engaged in, the 
results obtained? (See Topic XXX, Method and Discipline) 

5. In what sense(s) is there an (historical) opposition, open or 
implied, between such subjects as literature (with history) and sci- 
ence, between the classics and the vocational studies? What are the 
respective claims of each party ? Do they all claim the same things ; 
make the same incomplete analysis ; build on the same partial aims, 
values, etc. ; have the same limited conception of the meaning and im- 
plications of education? Give details. Is there, in any instance, a 
value placed on 'knowledge as such,' on 'method as such,' 'etc.? What 
criticism? 

6. Is it the aim of the school, through curriculum and method, to 
make a scientist (specialist), or an historian or classicist (scholar), or 

83 



a machinist, or a writer out of the individual student? Discuss, "What- 
ever natural science may be for the specialist, for educational purposes 

it is knowledge of the conditions of human action. Knowledge 

is humanistic in quality not because it is about human products in the 
past, but because of what it docs in liberating human intelligence and 
human sympathy." (Dewey) May science, then, be 'humanistic'? In 
what sense, and how ? May also the study of, say history be 'scien- 
tific?' In what sense, and how? Discuss the meaning of such a 
phrase as 'the scientific spirit in social work.' Discuss, "The main 
business of science is to rid the world of chance and luck." (Todd) 



References 

I. and II. As for Topics XXVII to XXX, and as follows: Dewey 
(1), chaps. XVIII to XX, XXII, and XXIV to XXVI; Henderson 
chaps. XVI to XVIII. 



84 



XXXIII. THE STUD¥ OF MAN AND THE STUDY OF NA- 
TURE : II ; THE CURRICULUM. 

1. In what sense is the study of history the study of man? What 
is the significance of associating with such study the additional (or cor- 
related?) study of nature in the form of geography, and so-called 
'nature studies?' Is the information side of history too often stressed? 
What of geography and nature study? From the point of view of 
the last Topic, what should be the emphasis, and what the results? 
Can history and its associated subjects enrich experience, function in 
present social conduct, help in solving felt difficulties? 

2. In what sense is the study of history when correlated with 
geography and nature study typical of concrete experience? For ad- 
vanced work in high-school what other subjects might be associated? 
What should be the nature of the 'material' used in studying history 
and its associates? Can the study of history be 'simplified,' and what is 
the process? What is philosophy of history? Its value and signifi- 
cance? ( See Topics VIII to XII) Has such study any 'fundamental' 
value ? 

3. What instrumental and immediate values have such branches 
of the general study of history as biography, primitive industries and 
processes, history of commerce and industry, history of writing or art, 
'intellectual' history, history of the school, national history, etc.? What 
suggestions and implications here? What of the studies of the 'classic' 
languages in this connection? Are they an integral part of the study 
of history ; a separate study ; a means of enriching experience ; an aid 
in social activity; a means of socialization; a 'discipline'; a 'funda- 
mental' part of the curriculum, etc. ? 

4. Is science, as contrasted with history, a study of man or of 
nature? Are the teachings of science found ready made; has science 
a history ; is science a record of progressive achievement on the part 
of humanity ; is science instrumental or immediate in its bearings, etc. ? 
Is science, (compare history above), primarily informational as taught? 
Does this mean that it should be 'disciplinary'? In what sense? (Com- 
pare Topic XXX) What of the method of presenting science in the 
school; its form of organization; its rules and laws; its (usual) text- 
books, etc. ? How does the organization of science in its completed 
formal statement compare with that of the different stages of the pro- 
cess whereby it was organized ? W r hat implications ? Is a 'laboratory' 
a perfect solution of the problem involved? 

5. Discuss, from the same point of view, mathematics. Has the 
history of mathematics any educational value? What of the usual 
requirements in algebra and geometry? Do they function in social 
behavior? Could they do so? In what sense, if any, might mathema- 
tics have 'disciplinary' value ? Is there a 'method' in mathematics, dis- 
tinct from 'method', say, in science or history? 

85 



(>. Discuss, from the same point of view, such subjects as Eng 
lish, modern foreign languages, etc. Would you conclude that a gen- 
netic or historical study (or presentation or investigation) of any given 
curriculum subject is the best? Would the study of, say, French or 
Russian gain in significance as well as in social utility through an his- 
torical approach? In what sense might an 'historical' approach be a 
'living through' of some of the most significant episodes or periods in 
the development of the subject? Should the study of any given sub- 
ject involve 'physical' as well as 'mental' activity? What would this 
be for the different subjects discussed? 



References 

I. and 1!. As for Topic XXXII, and as follows: Dewey (1) 
chaps. XVI to Will and XXI. 



86 



XXXIV. THE STUDY OF MAN AND THE STUDY OF NA- 
TURE : III; VOCATIONAL STUDIES. 

1. In what sense does the usual use of the phrase 'vocational 
studies' imply a contrast with other studies? Are all studies 'vocation- 
al' ? Discuss the issues involved. With what other antithesis is 'vo- 
cational versus cultural' usually associated? What does such an anti- 
theis imply for the educational and social theory and practice associa- 
ted with it? 

2. What does the term 'cultural' imply as to the nature of knowl- 
edge and its relation to social activity? What does the term 'leisure 
class' imply for the conception of the self and its process of forma- 
tion? Discuss, "A vocation means nothing but such a direction of life 
activities as renders them perceptibly significant to a person, because 
of the consequences they accomplish, and also useful to his associates." 
(Dewey) Discuss the implications of 'significant' and 'useful.' Does 
a life of leisure have immediate satisfying values; the highest? What 
of original nature, secondary connections, etc. ? 

3. What has been the history of the rise of vocational studies and 

education? Discuss, " vocations arose from two sources. First, 

the art of social control grew into a' number of vocations . Sec" 

ond, the vocations that in earlier civilization were held as servile have 
with the application to them of scientific foundations become trans- 
formed ." (Henderson E N, which see) "Thus education in 

a democracy means a vocational training for each and liberal culture 
for all. The highest training in the vocation leads inevitably be- 
yond the vocation." (ibid) (Compare Topic XXX, Method and Dis- 
cipline) 

4. Following out the last quotations, is a vocation ever, in any 
sense, the only contact (significant) with society; the most important? 
(See Topic XXXI) How might a vocation 'lead beyond' itself? What 
would be the conditions of study, of practice? What of 'concomitants' 
and 'associated' responses? Discuss, "How can the industrial organ- 
ization be more completely socialized and spiritualized ? This, 

it would appear, is the concrete educational problem of society at the 
present time, . the essential task of educational method- 
ology is the organization of a program of industrial education such as, 
while providing for such training of the individual as will make for 
the maximum of economic efficiency, will at the same time restore to 
the individual something of the morai and aesthetic values which in- 
hered in the personal and social activities in their more primitive forms, 
as well as a deeper consciousness of the social and therewith the spirit- 
ual significance and sanction of his work." (MacVannel) 

5. In what sense is a vocation the connecting link between the 
individual and society ? In what way might it take advantage of (orig- 
inal) differences in original nature, special abilities, etc.? Is society as 

87 



well as the individual vitally concerned in placing a man of Woman 
in a fitting field of acttivity? What of Plato's educational principles 
in this matter? .What of interests, aims and values in this connec- 
tion? What of the 01 janization of experience leading to new purposes, 
new adjustments, progress? 

6 In the light of the above considerations, what of the subjects 
hi the curriculum? Does vocational training demand 'occupations' 
in the school as the material Eor such training? Should vocational 
training be done 'directly' or 'indirectly'; early or late; is such train- 
ing a constant process, or a definite operation done mice Eor all; should 
there be constant opportunity Eor redirection, and how; does it imply 
'minimum essentials' in other directions, etc.? 



References 

I. and II. A.s for Topic XXXI 1, and as follows, Dewey (1). 
chaps XX. XXII and XXIII; MacVannel, chap, IX; Snedden (1): 
Bloomfield (It (2); Carlton; Hollingsworth ; lead, 



88 



F. PHILOSOPHY OF EDUCATION AND THE PRPSL.\ I 

Selected References for Section F, 
Evolution of Pducational Theory 
Democracy and Social Ethics 
Moral Order and Progi • 
1 he Super-State and the Eternal Value-, 
The Process of Government 
'I ran-ition to — Objective — Control 
Philosophical I heory of the State 

icial and International tde; 
Underlying Principle-, of Modern Legislation 
Function of Socialization 
True and False Democracy 
The Good Man and the Good 
< jvilization; Ju Cause and Cure 
Education and the Mores 
The World of Labor 
Intellectuals and the Wage Workers 

lization and Progress 
Creative Intelligence 
Philosophy and the Social Problem 
The Social Problem 
Sociology and Modern Social Problems 
Main ( urrents of Modern Thought 
Cult of Incompetency 
Individualism 
1 he New State 
Democracy at the Crossways 
Toward a Xevv World 
and Social Purpose 



Adams J 

Addams J 

Alexander S 

Baldwin 

Bentley 

Bernard 

Bosanquet 

Brown 

Burgess 

Butler 

Calkins 

Carpenter 

Chapin 

Cole 

( ory 

' rozier 

Dewey, etc 

Purant 

Ellwood 

Bucken 

Paguet 

Pite 

Pollett 

Hearnshaw. 

Henderson A 

Hetherington 

Muirhead 
Hob house 

llobson 

Keller 

Kropotkin 

Lippmann 

Mackenzie 

Mallock 
Perry 

Ross 

Russell 

Scott 
Sorel 

Todd 

Urwick 

Veblen 

Wallas 

Walling 

Weyl 

Zenker 



lopment and Purpose 
Social Evolution and Political Theory 
National Guilds 
Societal Evolution 
Mutual Aid 
Preface to Politics 
Outline- of Social Philosophy 
Elements of Constructive Philosophy 
Limits of Pure- Democracy 

>ent Philosophical Tendencies 

ent Conflict of [d< 
The Old World in the New 
Social Control 

Proposed Roads to Freedom 
Why Men Fight 
Syndicalism and Philosophical Realism 

licalism 

titific Spirit and Social Work 
Philosophy of Social Progress 

[nstinct of Workmanship 
The Great Society 
Larger Aspeci sialism 

The New Democracy 
Anarchism 



89 



90 



XXXV. THE PRESENT AS A CENTER OF REVALUATION. 

1. In what sense is a 'present' moment always ( ?) in contact with 
the past and the future? Have there been periods of history which 
have emphasized, relatively, the past as the most significant element? 
Have there been periods which, relatively, have lived for and in the 
present? What of the influence of the future as guiding, in part, pres- 
ent activity? What can you say of the 'present' moment in present 
social affairs in the United Slates? In Europe? In specifically indus- 
trial affairs? In school matters? 

2. Does relative indifference to past history and activity imply 
actual freedom from (partial) control by the past? What of original 
human nature, the course of evolution, the nature of institutions, etc. :' 
Is it purely a matter, then, of consciousness of past affairs in relation 
to the present ? What does this imply for the nature of a group or so- 
ciety so constituted? For an individual? Is 'revolution' (ever?) tree 
from contact with the past ? How does it differ from 'evolution' ? 

3. Are present changes in society 'revolutionary'? In all coun- 
tries; in all institutions and activities? What does this imply for their 
'thought fulness,' their 'value,' their relation to progress? Is it possible 
for any one significant institution to radically change without others 
doing so? What of the relatively rapid communication between coun- 
tries in this connection? Does mere communication imply shared ac- 
tivity? Common results and outcomes? 

4. Is there, as a matter of fact, dissatisfaction with present in- 
stitutions and methods of associated living? Is this dissatisfaction due 
to thoughtful analysis of their shortcomings, to comparison with better 
(actual) experiences, to comparison with a better 'ideal' (conceptual) 
society, or to mere dissatisfaction of original human nature, or what? 

5. In more detail, what is the present situation with respect to the 
following institutions, i. e., what are the facts, so far as obtainable, both 
critical and reconstructive; the family, (divorce, children, freedom of 
women, etc.), the church, (its 'aloofness' from material affairs, etc.), 
the state, (its 'restrictive' nature, militarism, imperialism, etc.), indus- 
try, ('labor and capital,' property, 'classes,' etc.), the school, (cur- 
riculum, method, results, etc.). Is there any ascertainable common 
ground of criticism, in which they all agree; any common relief which 
they all demand ? What implications ? 

6. Considering, again, the institutions of the last question, is 
there any ascertainable common (historical) cause for the fact that 
they are subject to criticism at the present time? (Compare questions 
3 and 4, above). Is there any indication that fundamentally new 
problems have arisen in society, requiring new (?) solutions? What 
kind of a solution? Discuss, "There is, of course, no permanent solu- 
tion of the social problem possible. Our quest must not be for 

91 



a static solution, but for principles which may guide us in seeking some 
rational control over the relations of men to one another." (Ellwood) 

7. Show the implications for educational practice and education- 
al theory. Discuss, in this connection, the conclusions of the Topics 
on experience, (1 and II ), the meaning and implications of education, 
(III to VII), progress, (VII to XI), the individual and society, (par- 
ticularly XIII and XX to XXVI), the school as an agency of dynamic 
control,' (XXI and XXVII to XXX). 



References 

I. and II. As for Topics VII to XI, and as follows: Bernard; 
Bosanquet (2); Brown; Butler; Cole; Cory; Dewey; Durant ; Ell- 
wood (1) (2); Follett ; Henderson; Hearnshaw ; Lippmann ; Perry 
(2); Ross (1) ; Russell (1) (2) ; Wallas; Walling; Weyl ; Scott. 



92 



XXXVI. THE CONCEPT OE AN IDEAL SOCIETY. 

1. Would an 'ideal' society have historical and concrete connec- 
tion with the present modes of associated living? The connection of 
'evolving out of or the connection of 'being the same as' in some par- 
ticulars? Specify which, if any. characteristics would be the same or 
shared. Is the question of the realization of an ideal society the same 
as that of the realization of (all) present aims, purposes and goals, 
or also partly other things? (See Topics X and XI.) 

2. Does the realization of an ideal society involve change in the 
environment or change in human nature? What previous discussion 
in this connection? Discuss, in connection with the point of view of 
this and the preceding question, such ideal societies (or suggestions 
for them) as have been worked out in writing, (Plato, More, Butler, 
Kropotkin, Morris, Russell, Bacon, Tolstoy, Brown, Follett, etc.) 
What of actual attempts to 'set up' an ideal society? (See Mallock ; 
also confer Sorel, Zenker) Can you find any common characteristics 
of all these societies? Have any of them proceeded 'scientifically' in 
their reconstruction? Have any of them considered the school and its 
significance, and the learning process? Have they taken 'ideo-motor' 
principles and 'imitation' into account? 

3. Does educational theory seek to formulate, or establish 
through practice, an 'ideal' society? Review, in this connection the dis- 
cussion on aims, values and interest. (Topics V and VI) An ideal 
society in a static, concluded, 'self-realized' sense? Does it merely 
seek to better the present so that the future may be still better, and so 
on? Does educational theory have any peculiar or special conception 
of the meaning of such a term as 'better'? For whom, and for what 
would the 'better' have reference? What of instrumental and immedi- 
ate values? 

4. Does the conception of an ideal society as a 'goal' to be worked 
for, to be 'realized,' involve a dualism between living and learning, be- 
tween society and the school ? Would the school 'prepare for' the pre" 
conceived society? W 7 ould the school be, in itself, such a society? 
(Compare Topic XXVII to XXX, on Experience and the School Life) 

5. Compare, again. Topic XXXI, on proportioned values and in- 
terests. Have the ideal societies, of the references of question 2, em- 
phasized one or more aspects of society and experience at the expense 
or to the exclusion of others? What of the unity of experience in this 
connection, the interpenetration of life interests, art, play, work, indus- 
trial interests, institutions? 

6. From the point of view of the previous discussions on experi- 
ence and the school life, and in connection with the present subject, 
examine and explain the meaning and implications of the following 
quotations: "Our net conclusion is that life is development, and that 
developing, growing, is life. this means (1) that the educational 

93 



process has no end beyond itself; it is its own end; and that (2) the 
educational, process is one of continual reorganizing, reconstructing, 
transforming. - - Discipline, culture, social efficiency, personal re- 

finement, improvement of character are but phases of the growth of 
capacity nobly to share in (such) a balanced experience. And educa- 
tion is not a mere means to such a life. Education is such a life." 
( Dewey) 

References 

I. and II. As for Topic XXXV, and as follows, Alexander; 
Baldwin ; Bentley ; Calkins ; Carpenter, Crozier ; Faguet ; Mallock ; 
Hobson ; Keller ; Sorel ; Zenker. 



94 



XXXVII. THE BASES OF AN IDEAL SOCIETY; MAN, NA- 
TURE AND SCIENCE. 

1. Discuss, as fundamental bases for any social structure, the 
following, and show the mutual relations, as previously brought out : 
Original nature as the 'material,' nature as the 'conditions,' science as 
the 'method.' Where are aims, values and interests in this summary? 
What of history and the heritage of the past? Is society a 'function' of 
all these variables ? 

2. Is society a function of these variables in a purely mechanical 
sense? Is the 'motive' power all from the past, from previous condi- 
tions ; is the future 'fixed' in terms of what is and has been ? Abso- 
lutely ; in all respects? What is the significance of thought in this 
connection ? Science ; philosophy ? 

3. Might the bases of any given society be also expressed as the 
operation of (a) common knowledge, (b) common habits, (c) common 
attitudes, (d) common aims and values? How would this compare 
with the bases of question 1 ? What would be the concrete common 
knowledge, the concrete common habits, attitudes and aims which you 
would postulate, and why? What implications for the school, the 're- 
citation,' the 'curriculum.' etc.? What of experience and the school 
life here? 

4. Does question 3 imply that all knowledge, habits, attitudes 
and aims are to be shared? What about the fact of variations? (See 
Topic IX, on Involution, Topix XVI, on Individual Differences) Are 
such variations (of original nature) relatively unpredictable and un" 
controllable? Of what value (to society) when found? In what sense 
may society, however, activelv experiment? In what sense is society 
the product of evolution ; in what sense the product of active, thought- 
ful endeavor? To what extent might social experimentation be car- 
ried? In what directions; with what limitations? What would be. 
the procedure in such matters ? 

5. What does science, as such, (with reference, relatively, to 
nature), offer as a 'method' for social experimentation? Discuss the 
significance of felt difficulties, pertinent material, hypotheses, testing, 
verification, extension of hypotheses, enhanced control, laws, general- 
izations, et' What of the significance of exact measurement (s) in 
science ? Is it possible to measure human, mental and social phenom- 
ena? All of them? With what limitations? Are present difficulties 
due to lack of an adequate procedure, to lack of sufficient previous ex- 
perience or to inherent 'unsolvable' difficulties? 

6. Has the progress of science been due to the isolated and un- 
co-operative activity of separate individuals, or to the steady accumu- 
lation of results and their spread through some sort of organization? 
What of social science and social efforts in this connection? Discuss, 

95 



"Intelligence is organized experience; but intelligence itself must be 
organized. Economic forces are organized ; the forces of intelli- 
gence are not. To organize intelligence ; that is surely one method of 
approach to the social problem ." (Durant) 

7. Discuss what a Bureau of Social Research or Social Science 
might be like. What departments of investigation, what central prob- 
lems, what definite aims, what methods of publicity, what avenues of 
application? What would be the function of minorities, leaders, ex 
perts, etc. ? Is philosophy of education such an attempted mobilization 
of thought? What present limitations? What implications? 



References 

I. and II. As for Topics referred to in question 1 and as follows: 
Todd; Durant; IT wick ; Eucken; Mackenzie- (1) (2); Hetherington 
and Muirhead; Dewey; Veblen; Alexander; Burgess; Hobhouse (1) 
(2) ; and also as for Topics XXXV and XXXVI. 



96 



XXXVIII. PHILOSOPHY OF EDUCATION: A SUMMARY 

Discuss and justify the following statements as summaries of each 
of the sections of the preceding outline, supplying additional connect- 
ing material where necessary, and showing, so far as possible, concrete 
results and conclusions for the school : "* 

1. Philosophy of education, like every other human activity, 
deals with the material of experience. Experience, however, becomes 
meaningful in proportion as it is organized with reference both to 
past and to future activities. Both science and philosophy (general) 
are such organizations, the former, however, usually divided into as- 
sociated and relatively independent sub-systems, the latter, for the 
most part, in a comparatively unusable form. Educational theory, in 
the present sense of the word, also organizes experience, and the ques- 
tion arises of the comparative merits of the different historical educa- 
tional systems. This involves a consideration of the nature of aims, 
values and interests. 

2. Experience, in the human race, is not limited by the life span 
of the individual. History, evolution and (the conception of) prog- 
ress connect us with the past and the future, and it is part of the task 
of philosophy of education to survey the past, interpret the present and 
help to choose the future. This in the light of both historical knowl- 
edge and the theory of evolution. 

3. This leads to a detailed consideration of the nature of an indi- 
vidual, considered in relation to his environment, and to an examina- 
tion of the process whereby an individual changes and learns. The 
conception of the self is seen to be a mediating link between the indi- 
vidual and society, and also an example of the dualism which tends to 
break up the essential unity of human experience. 

4. Society is found to also have a history and to have evolved, 
and the problem emerges of how to control the process of its evohr 
tion in order that foreseen and socially desirable results may be re- 
alized. This again emphasizes the function of thought and the concep- 
tion of progress. The problem of control leads again to the considera- 
tion of original human nature, and of aims and values. Institutions 
and morality appear as capitalized experience of the race or the group, 
and one of the bases for reconstruction. Democracy is a form of as- 
sociated living and a basis for further development. 

5. The school is the fundamental institution for the control and 
development of society. In it are summarized all the problems of so- 
ciety. But the school is a dynamic institution, and education is never 
to be conceived in formal, static terms. Education becomes real in 
proportion as it utilizes original human nature, is guided by significant 
aims, values and interests, and becomes, not mere preparation, but a 
form of social activity involving the same elements as the society in 

97 



which it emerges. The curriculum of the school is experience, its 
method that of associated living, its results members of society. 

6. The present is a moment of revaluation and reconstruction. 
The bases of this reconstruction are human nature, nature and sci- 
ence. — the latter implying an organized body of knowledge, doctrine 
and purposes which have significance for human beings in society. 
Organized intelligence, not mere desire and impulse, should control 
the process. Philosophy of education is such a mobilization of thought. 



98 



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Alexander T 
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Armstrong A C 



The Law of Civilization and Decay 

Evolution of Educational Theory 

Democracy and Social Ethics 

Moral Order and Progress 

Prussian Elementary Schools 

Social Value 

Ethics 

Politics 

Transitional Eras in Thought 



Bagehot W 
Bagley W C 



Baldwin J M 



Bennett and Bristol 
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Bergson H 
Bernard L L 

Betts G H 
Binet and Simon 



Blackmar F W 
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Bloomfield M 



Boaz F 
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Boutroux E 



Bradley F H 



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Social and Ethical Interpretations 

Mental Development in the Child and the Race 

Development and Evolution 

Darwin and the Humanities 

The Super-State and the Eternal Values 

The Teaching of Latin and Greek 

The Process of Government 

Creative Evolution 

The Transition to an Objective Standard of So- 
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Social Principles of Education 

Mentally Defective Children 

A Method of Measuring the Development of the 
Intelligence of. Young Children 

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Civilization of Christendom 

Social and International Ideals 

Natural Law in Science and Philosophy 

Education and Ethics 

Contingency of the Laws of Nature 

The Presuppositions of Critical History 



99 



100 



Brinton D C 
Brissenden P F 
Brooks J G 
Brown W J 

Bucher C 
Burgess E W 
Butler N M 



The Basis of Social Relations 

The I. W. W. ; A Study of American Syndicalism 

The Social Unrest 

The Underlying Principles of Modern Legislation 

The New Democracy 

Industrial Evolution 

The Function of Socialization in Social Evolution 

True and^False Democracy 

The Meaning of Education (Revised edition) 



Calkins N W 
Cannan G 
Carlton F T 



Carpenter E 
Carpenter, Baker 

and Scott 
Carver T N 
Chapin F S 



Cheyney E P 
Chubb P 

Churchward A 
Claparede E 

Clow F R 

Cole G D H 

Colvin S S 

Colvin and Bagley 
Conklin E G 

Conway M 
Cooley C H 



Coover J E 
Cory HE 
Craik Sir H 
Crampton H E 
Crozier J B 

Cubberley E P 



Curtis H S 



The Good Man and the Good 
The Anatomy of Society 
Education and Industrial Evolution 
Economic Influences Upon Educational 

ress in the United States; 1820-50. 
Civilization ; Its Cause and Cure 
The Teaching of English 



Prog 



Sociology and Social Progress 

An Introduction to the Study of Social Evolution 

Education and the Mores 

European Background of American History 

The Teaching of English in the Elementary and 
Secondary School 

The Origin and Evolution of Primitive Man 

Experimental Pedagogy and the Psychology of 
the Child 

Principles of Sociology With Educational Appli- 
cations 

The World of Labor 

Labor in War Time 

The Learning Process 

Introduction to High-School Teaching 

Human Behavior 

Heredity and Environment in the Development 
of Man 

The Crowd in Peace and War 

Social Organization 

Human Nature and the Social Order 

Social Process 

Formal Discipline 

The Intellectuals and the Wage Workers 

The State in Relation to Education 

Doctrine of Evolution 

Civilization and Progress 

Sociology Applied to Practical Politics 

Public School Administration 

Rural Life and Education 

Public Education in the United States 

Education Through Play 

101 



102 



Darwin C 
Davenport C B 
Davenport F M 
Davis M M 
Dealey J Q 
Deniker J 
Dewey J 



Dewey and Tufts 
Dewey, Moore, etc 
Dobbs A E 
Drake D 
Durant W 
Dutton and Snedden 

I?: . 

|T: - : 



The Descent of Man 

Heredity in Relation to Eugenics 

Primitive Traits in Religious Revivals 

Psychological Interpretations of Society 

The Family in Its Sociological Aspects 

The Races of Man 

Democracy and Education 

School and Society 

Ethical Principles Underlying Education 

Influence of Darwin on Philosophy and Other 

Essays 
German Philosophy and Politics 
The Ethics of Democracy 
The Child and the Curriculum 
The Educational Situation 
How We Think 
Experimental Logic 
Ethics 

Creative Intelligence 
Education and Social Movements 
Problems of Conduct 
Philosophy and the Social Problem 
Administration of Public Education in the United 

States 



Edman I 
Eggleston E 
Elliott C H 
Ellis H 
Ellwood C A 



Ely R T 

Enriques F 
Eucken R 



Human Traits and their Social Significance 

Transit of Civilization 

Variations in Achievements of Pupils 

The Task of Social Hygiene 

The Social Problem 

Sociology in its Psychological Aspects 

Sociology and Modern Social Problems 

Introduction to Social Psychology 

The Evolution of Industrial Society 

Socialism and Social Reform 

Problems of Science 

Main Currents of Modern Thought 



Faguet E 
Farrand L 
Fiske J 
Fite W 
Flexner A 



Cult of Incompetence 
Basis of American History 
Meaning of Infancy 
Individualism 
Modern School 



103 



104 



Follett M P 
Forrest J D 



The New State 

The Development of Western Civilization 



Galton F 



Giddings F H 

Gillin J L 
Goddard H H 

Goldenweiser A A 
Goodsell W 

Gowin E B 
Groos K 



Natural Inheritance 

Hereditary Genius 

Inquiries into the Human Faculty 

Readings in Descriptive and Historical Sociology 

Democracy and Empire 

The Dunkers ; A Sociological Interpretation 

The Psychology of the Normal and the Sub- 
Normal 

History, Psychology and Culture 

The Family as a Social and Educational Institu- 
tion 

The Executive and His Control of Men 

The Play of Animals 

The Play of Man 



Haldane J S 
Hall G S 

Hall-Quest A L 
Harms P H 
Hayes E C 



Hearnshaw F J C 
Heck W H 
Hegel G W F 
Henderson A 
Henderson E N 
Henderson C R 
Henderson L J 



Hetherington and 

Muirhead 
Hobhouse L T 



Hobson S G 
Hollingsworth H L 
Hollister H A 
Holmes S J 
Holt E B 



Mechanism, Life and Personality 

Youth 

Adolescence 

Supervised Study 

Educational Aims and Educational Values 

Introduction to the Study of Sociology 

Naturalistic Ethics and Sociology 

Democracy at the Crossways 

Mental Discipline and Educational Values 

Philosophy of History 

Toward a New World 

Text-Book in the Principles of Education 

Dependents, Defectives and Delinquents 

The Fitness of the Environment 

The Order of Nature 

Social Purpose 

Mind in Evolution 

Development and Purpose 

Morals in Evolution 

Social Evolution and Political Theory 

The Metaphysical Theory of the State 

National Guilds 

Vocational Psychology 

Administration of Education in a Democracy 

The Evolution of Animal Intelligence 

Concept of Consciousness 

The Freudian Wish 



105 



106 



Huxley T H 



Evolution and Ethics 



James W 



Jevons W S 
Johnson C 
Johnson H 
Johnston C H 

ludd C H 



(ed) 
(ed) 



Talks to^Teachers 

Essays in Radical Empiricism 

Pragmatism 

The Meaning of Truth 

A Pluralistic Universe 

Some Problems of Philosophy 

Principles of Science 

Old-Time Schools and School Books 

The Teaching of History 

The Modern High School 

High School Education 

Psychology of High School Subjects 



Keller A C 
Kellicott W E 
Kelly F J 
Kidd B 

Kilpatrick W H 
King I 

Kirkpatrick E A 



Kirkup T 
Kropotkin P 



Societal Evolution 

Social Direction of Human Evolution 

Teachers' Marks 

Principles of Western Civilization 

Social Evolution 

The Project Method 

Education for Social Efficiency 

Social Aspects of Education 

Fundamentals of Sociology 

Fundamentals of Child Study 

The Individual in the Making 

History of Socialism 

Mutual Aid : A Factor of Evolution 

The Conquest of Bread 

Fields, Factories and Workshops 



Ladd G T Psychology, Descriptive and Explanatory 

Laird J Problems of the Self 

Lamprecht K What is History? 

Lapage C P Feeblemindedness in Children of School Age 

Leary D B Education and Autocracy in Russia 

A Group-Discussion Syllabus of Sociology 

A Group-Discussion Syllabus of Psychology 

Le Bon G The Crowd 

Lecky W E H A History of European Morals 



107 



108 



Lee J 

Leroy Beaulieu P 

Lippmann W 



Lloyd and Bigelow 
Loria A 



Play in Education 

The Modern State 

Preface to Politics 

Drift and Mastery 

The Teaching of Biology 

The Economic Foundations of Society 



Mackenzie J S 



MacDonald A 
Maclver R M 
Mackinder H J 
MacVannel J A 
Mallock W H 



Mann R C 

Marshall H R 
Mayo-Smith R 
McDougall W 
McMurray C A 



Mecklin J M 
Meredith C M 
Merrington E N 
Miles H E 
Mills J 
Monroe P 



(ed) 

(ed) 

Monroe W S 
Monroe, de Voss 

and Kelly 
Montessori M 
Moore E C 
More LT 
Morgan L 



Miinsterberg H 
Myers P V N 



Introduction to Social Philosophy 

Outlines of Social Philosophy 

Elements of Constructive Philosophy 

Man and Abnormal Man 

Community 

Democratic Ideals and Realities 

Outline of — Philosophy of Education 

Labor and Popular Welfare 

Aristocracy and Evolution 

The Limits of Pure Democracy 

Teaching of Physics for Purposes of General 

Education 
Mind and Conduct 
Statistics and Sociology 
Introduction to Social Psychology 
Hand Book of Practice for Teachers 
Elements of General Method 
Method of the Recitation 
Democracy and Race Friction 
Educational Bearings of Modern Psychology 
The Problem of Personality 
Industrial Education 
The Realities of Modern Science 
Text Book in the History of Education 
Cyclopedia of Education 
Principles of Secondary Education 
Measuring the Results of Teaching 
Educational Tests and Measurements 

Pedagogical Anthropology 
What is Education? 
Limitations of Science 
Instinct and Experience 
Habit and Instinct 
Animal Life and Intelligence 
Psychology and Social Sanity 
Psychology. General and Applied 
Historv as Past Ethics 



109 



110 



N as myth G 
Nordau M 
Norsworthy and 
Whitley 



Social Progress and the Darwinian Theory 
Interpretation of History 
Psychology of Childhood 



Orth S P 
Osborn H F 



Socialism and Democracy in Europe 
Origin and Evolution of Life 
From the Greeks to Darwin 



Parker G H 
Parker S C 
Parmalee M 



Patten S N 






Pearson K 


Perry C A 
Perry R B 



Plato • 
Poincare H 
Prince M 



Biology and Social Problems 

Methods of Teaching in High Schools 

The Science of Human Behavior 

Poverty and Social Progress 

Theory of the Social Forces 

Heredity and Social Progress 

New Basis of Civilization 

Development of English Thought 

Grammar of Science 

National Life from the Standpoint of Science 

Wider Use of the School Plant 

Present Philosophical Tendencies 

The Present Conflict of Ideals 

The Republic 

Foundations of Science 

The Dissociation of a Personality 



Rank and Sachs 

Rashdall Rev H 
Reckitt and Bech- 

hofer 
Redway J W 
Reisner E H 
Renard G F 
Rivers A L 
Robinson J H 
Rogers JET 



The Significance of Psychoanalysis for the Men- 
tal Sciences 
The Theory of Good and Evil 
The Meaning of National Guilds 

The New Basis of Geography 

Democracy and Nationalism in Education 

Guilds of "the Middle Ages 

The Evolution of Culture 

The New History 

The Economic Interpretation of History 



111 



112 



Romanes G J 
Ross E A 



Rousseau J J 
Rowe S H 
Royce J 
Rugg H O 
Russell B 



Mental Evolution in Man 

Mental Evolution in Animals 

Social Psychology 

Foundations of Sociology 

Social Control 

The Old World in the New 

The Social Contract 

Habit Formation and the Science of Teaching 

Spirit of Modern Philosophy 

Statistical Methods Applied to Education 

Why Men Fight 

Proposed Roads to Freedom 

Mysticism and Logic 

Our Knowledge of the External World, etc. 



Sachs J 

Sandiford P (ed) 
Santayana G 
Schurman J G 
Scott J W 
Seligman ERA 
Sellars R W 
Semple E C 
Seward AC (ed) 
Sidgwick H 

Shaw C G 
Shotwell J T 
Small A W 



Smith D E 
Smith S G 
Smith and Hall 
Smith W R 
Snedden D 



Sorel G 
Spencer H 
Spiller G (ed) 
Starch D 

Stirner M 
Strayer G D 
Strayer and Nors- 
worthy 



The American Secondary School 

Comparative Education 

The Life of Reason (vols. I, II, V.) 

The Ethical Import of Darwinism 

Syndicalism and Philosophical Realism 

The Economic Interpretation of History 

The Next Step in Democracy 

Influence of Geographical Environment 

Darwin and Modern Science 

The Method of Ethics 

Philosophy ; Its Scope and Relations 

The Ego and Its Place in the World 

The Religious Revolution of To-Day 

The Meaning of Social Science 

General Sociology 

The Significance of Sociology for Ethics 

The Teaching of Elementary Mathematics 

Social Pathology 

The Teaching of Chemistry and Physics 

Introduction to Educational Sociology 

Principles of Secondary Education 

Educational Sociology ; Digest and Syllabus 

Vocational Education 

Reflections on Violence 

Fssays on Education 

Papers on Inter-Racial Progress 

Educational Psychology 

Educational Measurements 

The Ego and His Own 

The Teaching Process 

How to Teach 



113 



114 



Strayer and Thorn- 
dike 
Strong E K 
Sumner W G 



Educational Administration 

Introductory Psychology for Teachers 

Folkways 



Tarde G 

Taylor A E 
Tead O 
Teggart F J 

Terman L M 

Thomas W H 
Thorndike E I, 



Todd A J 
Tufts J H 



Laws of Imitation 

Social Laws 

The Problem of Conduct 

The Instincts in Industry 

The Processes of History 

Prolegomena to History 

The Measurement of Intelligence 

The Intelligence of School Children 

Source Book for Social Origins 

Educational Psychology; (3 vols) 

Educational Psychology; Briefer Course 

Animal Intelligence 

Principles of Teaching 

Mental and Social Measurements 

Elements of Psychology 

Theories of Social Progress 

The Scientific Spirit and Social Work 

The Individual and His Relation to Society 



Urwick E J 



A Philosophy of Social Progress 



Veblen T The Instinct of Workmanship 
The Theory of the Leisure Class 

The Vested Interests 

The Higher Learning in America 

Vincent J M Historical Research ; An Outline of Theory and 

Practice 



Wallas G The Great Society 

Human Nature in Politics 

Walling W E The Larger Aspects of Socialism 

Ward L F Psychic Factors of Civilization 

Dynamic Sociology 



115 



116 



Warren H C 
Watson J B 
W. E. A. 
Weeks A D 
Weyl W E 
Whipple G M 
White W A 
Wilson and W'ilson 
Woodbridge F J E 
Woodhull J F 
Woodworth R S 
Wundt W 



Human Psychology 

Psychology from the Standpoint of a Behaviorist 

Educational Year Book(s) 1918 — 

The Education of To-Morrow 

The New Democracy 

Manual of Mental and Physical Tests 

Mechanisms of Character Formation 

Motivation of School Work 

The Purpose of History 

The Teaching of Science 

Dynamic Psychology 

Elements of Folk Psychology 



Yerkes, Bridges 
and Harwick 
Yoakum and Yerkes 
Young J W A 



A Point Scale for Measuring Mental Ability 

Army Mental Tests 

The Teaching of Mathematics 



Zenker E V 
Zimmern A E 



Anarchism 

Nationality and Government 



117 



118 



119 



120 



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